Os/as estudantes e a educação física no currículo da SEE/SP: seus olhares sobre o caderno do aluno

• Ano de defesa: 2014
• Autor(a) principal: Guerriero, Eliane Dolce
• Orientador(a): Taveira, Adriano Salmar Nogueira e
• Banca de defesa: Bioto-cavalcanti, Patricia Aparecida , Stangherlim, Roberta , Domite, Maria do Carmo Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Mestrado em Gestão e Práticas Educacionais
• Departamento: Educação
• País: BR
• Palavras-chave em Português: educação física escolar; currículo SEE/SP; visão discente; estudos freirianos
• Palavras-chave em Inglês: physical education; curriculum ess/sp; student vision; paulo freire studies
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/tede/handle/tede/791

This research tried to explore the students view of the final years of Elementary School in a State School about the Student Notebook of Physical Education (it is a component of the Curriculum that was implemented by the Education Department of the State of São Paulo). In an exploratory phase, it was told to observe lessons of a State School in the city of São Paulo and semistructured interviews; also relied on theoretical research, which was based in Physical Education as a field of Humanities and understanding of the curriculum from the point of view of power relations; as the documents that comprise the Curriculum of ESS/SP, especially those relating to Physical Education were analyzed. In another phase of research - the intervention - done by Paulo Freire studies, it was decided to undertake Culture Circles with eight students in order dialogicity as conductor axis, to deepen the interpretation of the meanings revealed in the interviews. The Circles were drawn from the premises: a) respect and appreciation of the knowledge / the students through the right to say his word; b) awareness of the possibility of transforming the world through the assumption of their oppressed condition and unfinished, just as the world is unfinished; c) understanding that knowledge is not taught, is, because we are essentially relational beings; d) addressing the intransitive consciousness by critical transitivity. The elements discussed in Circles were connected with the meaning of humanization proposed by Freire (1975). Two themes (the Ball s Culture and Banking Education) were established for data analysis and, faced with the concepts of voice (GIROUX, 1997; 1999) and the culture of silence (Freire, 1975; 2013), we tried to prove the idea that Banking Education imposes silence and promotes the Ball s Culture while misrepresents awareness about the construction of knowledge and reality.