Educação Física no ensino médio: subsídios para um projeto crítico e inovador

Abstract

The purpose of the present study is to develop a theoretical argument to justify the presence of Physical Education as a curricular component in High School teaching, through some political and philosophical basis, deriving from a critical and progressive conception of education, that could be helpful in the process of systematization of school knowledge. Thus, we have tried to develop a qualitative research of bibliographical type, in order to provide a wide utilization of information that allow a pertinent problem generation about the signification of Physical Education as a curricular component in High School teaching. The data and the information required for the development of this research were taken from books, periodicals and documents dispatched by governmental and normative organizations, besides aspects deriving from the report of professional and academic experiences in the sphere of action of the school education. For that, we have considered to the effect of argumentation and theoretical analysis, the aspects related to the relationship between Physical education, culture and society; the question of the specification of the curricular component of High School Education; Physical Education in the perspective of the official discourse and the proposition of subsidies for a dialogical and participative planning as elements that constitute a critical and innovative project. Thus, it was possible to infer that the Physical Education can assume a role and a social relevance in the sphere of action of High School, using systematic and deep knowledge about the aspects inherent to the corporal culture of movement. In this perspective, it is fundamental to establish a critical dimension to recognize the limits of precariousness of the curricular recommendations, coming from the National Curriculum Guide of Physical Education in High School Education and, in the same measure, an innovative dimension that involves a group of efforts towards a curricular configuration suitably founded, purposeful and dialogical-participative.