Educação física escolar: uma análise comparada nas Bases Nacionais Curriculares do Brasil e do Chile

• Ano de defesa: 2022
• Autor(a) principal: Barcelos, Rafael Almeida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação Física; Centro de Educação Física e Desportos; UFES; Programa de Pós-Graduação em Educação Física
• Palavras-chave em Português: Bases curriculares; Estudos comparados; Educação física; subject.br-rjbn; Educação Física
• Link de acesso: http://repositorio.ufes.br/handle/10/15739

This dissertation aimed to get to know the tradition of thought in the area of Chilean Physical Education by comparing the official documents that guide school education in Brazil and Chile. Based on knowledge of tradition, we collaborate to build an understanding of the Physical Education phenomenon in Latin America, considering that this research inserts in the context of a broader investigation that aims to understand experiences of criticism and renewal of Physical Education. (EF) in Latin American countries. Allied to this, we had the purpose of learning from nearby countries that have geographic, social, historical and political similarities to contribute to the field of comparative studies in countries that make up Latin America. The research gave us the opportunity to (re)think the area of Brazilian school Physical Education from Chile and vice-versa. In addition, this work creates ways for us to collaborate with the construction of a Physical Education that meets the particularities of Latin American countries. In view of this, we carried out a qualitative documentary research inspired by comparative studies analyzing the National Curricular Bases that deal with Basic and Secondary Education in Brazil and Chile. Thus, to carry out this exercise, we made a brief historical contextualization of the National Bases, we describe the documents of each country and we selected some aspects to be analyze and compare, namely: the specific Laws that govern the Educational Systems, the concepts, the principles, the purposes, emphases, approaches, contents, skills, competences. In short, the practice prescribes in the Brazilian and Chilean curricula previously and it defines in the Curricular Bases. We draw some criticisms dialoguing with other studies in the area of school Physical Education related to the National Curricular Bases of Brazil and Chile to expand and situate our comparative study in the educational context of Latin America. In the final consideration, we verified that the rules prescribe in the National Bases go against the integral formation of the student being foreseen in the documents and need a critical analysis. In addition, we also observe the existence of a tension in the documents to meet the General Laws of Education, the political and economic interests of the Rulers and international treaties, as well as updating, reorienting and enriching school curricula, adjusting them to changes in knowledge and meeting the demands of society.