Valuing identities: the popular corporal culture as a content for Physical Education curriculum

Authors

  • Marcos Garcia Neira Departamento de Metodologia do Ensino e Educação Comparada - Faculdade de Educação - USP, SP, Brasil

DOI:

https://doi.org/10.5016/820

Keywords:

Multiculturalismo. Cultura popular. Metodologia do ensino.

Abstract

With the democratization of access, the school acknowledged multiples cultural identities. Historically, the knowledge from the groups which lack power was neglected in the curriculum and the dominant culture prevailed, raise as an urgency the conduction of studies which shows ways to promote changes. This action-research developed in a public school of Osasco (SP) county, located in a culturally diversified community, along with the groups of beginners from the Ensino Fundamental, sought to analyze the implementation and the process of construction of multicultural curriculum for Physical Education using the popular patrimony of the corporal culture (plays, dances and circle dances) initially cataloged. The results obtained through critical analyzes of the experience, shows that the contents of the popular culture and the methodology of teaching inspired in the ethnography promoted the strengthen of the community cultural identity.

Author Biography

Marcos Garcia Neira, Departamento de Metodologia do Ensino e Educação Comparada - Faculdade de Educação - USP, SP, Brasil

Professor da Faculdade de Educação da Universidade de São Paulo onde atua nos cursos de graduação e pós-graduação e orienta pesquisas em nível de iniciação científica, mestrado e doutorado. É licenciado em Educação Física e Pedagogia com Mestrado e Doutorado em Educação e Pós-doutorado em Educação e Educação Física. Em suas investigações atuais, realizadas com apoio do CNPq, desenvolve trabalhos de campo na modalidade pesquisa-ação sobre a prática pedagógica da Educação Física. É líder do Grupo de Pesquisas em Educação Física escolar da FEUSP/CNPq. http://lattes.cnpq.br/5159221005050962

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Published

2008-01-02

Issue

V. 13, N. 3 (2007)

Section

Original Articles

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