O currículo de educação física da rede pública municipal de Santo André (SP): concepções e práticas pedagógicas

• Ano de defesa: 2017
• Autor(a) principal: Sousa, Cláudio Aparecido de
• Orientador(a): Mafra, Jason Ferreira
• Banca de defesa: Mafra, Jason Ferreira, Neira, Marcos Garcia, Teixeira, Rosiley Aparecida, Coelho, Edgar Pereira, Baptista, Ana Maria Haddad
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Gestão e Práticas Educacionais
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: prática pedagógica; círculo de cultura; currículo; educação física escolar; Paulo Freire
• Palavras-chave em Inglês: pedagogical practice; culture circle; curriculum; school physical education; Paulo Freire
• Palavras-chave em Espanhol: práctica pedagógica; círculo de cultura; currículo; educación física escolar; Paulo Freire
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/1734

This research is included among those that deal with the Physical Education curriculum. The proposal was to investigate the pedagogical practice of teachers, as well as the treatment of themes and content in the development of work in schools in the city of Santo André (SP). The analysis is based on a critique of the traditional curriculum developed in schools since the 1980s. The scope of this research is limited to examining the official documents on Physical Education (from 2005 to 2016), from the Department of Education, and on data and information collected from teachers of the network about their practices in the exercise of Physical Education. The theoretical reference and categories of analysis are based on authors of critical pedagogy, among others, Paulo Freire, authors of the curriculum, such as Michael Apple and Tomaz Tadeu, and authors of Physical Education, among them Marcos Neira. For the collection and organization of empirical data, the focus group was used in which six Physical Education teachers participated in the municipal public network of Santo André (SP), and a pedagogical assistant working with the coordination of the teachers of this discipline. In this stage, information and data from the classes of four Physical Education teachers who work in the municipal public network of Santo André were also collected through ethnographic observation. The hypothesis defended in this research is the assertion that, even with a process of continuous training implemented in the network, to date, a coherent curricular proposal of Physical Education in the municipality has not been structured, since the practices are diffuse in conceptual terms, in the daily life of these educators. It is concluded, therefore, that Physical Education teachers use different themes and contents in class, but they prioritize sports and games. Regarding the theoretical perspectives, the educators who participated in the study attribute the need to use different pedagogical perspectives in their classes, but do not care to emphasize in such practices the critical and emancipatory formation.