Educação do corpo, práticas corporais e o movimento reformador do novo ensino médio brasileiro

• Ano de defesa: 2023
• Autor(a) principal: Rodrigues, Renato Ribeiro
• Orientador(a): Baptista, Tadeu João Ribeiro
• Banca de defesa: Baptista, Tadeu João Ribeiro, Alves, Míriam Fábia, Alves, Amone Inácia, Bungenstab, Gabriel Carvalho, Wascheck, Murilo de Camargo
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação (FE)
• Departamento: Faculdade de Educação - FE (RMG)
• País: Brasil
• Palavras-chave em Português: Educação do corpo; Práticas corporais; Educação física escolar; Reforma do ensino médio; Novo ensino médio
• Palavras-chave em Inglês: Body education; Bodily practices; School physical education; High school reform; New high school
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ADMINISTRACAO EDUCACIONAL
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/12845

In capitalist society there is a specific determination for the education of the body. Education, work and capital are articulated in formal education, in school education and in public school. Inserted in this process, school Physical Education is crossed by the educational orientation reform movement that, in its current historical form, is known as New High School. In this perspective, the research had as its object the education of the body in brazilian public High School. The epistemological challenge was related to body practices aimed at young people in the school context. The general objective was to analyze which senses and meanings the New High School legitimizes for bodily practices in formal education in brazilian public High School. The specific objectives were: to identify which understandings about body education can be apprehended in the analysis of national public school education, when observed in the context of culture, the place of knowledge in the essence of educational processes and school practices; understand socio-historical-cultural senses and meanings of body education in the reality of the structure, organization and functioning of Brazilian public school education in contemporary times; to analyze how this body education is configured in the specificity of the school processes of the Physical Education component; and raise elements that dialogue with the sociocultural transformations of the world of work, in order to enhance the discussion of a public school education that promotes the human development of students. The research methodology considered historical-dialectical materialism as a theoretical, epistemological and methodological assumption. As a methodological procedure, documentary research was used, with an exploratory character and under a critical-dialectical approach. By understanding the most recent movement of reforms of educational guidelines in the time frame from 2016 to 2018, only one brazilian curricular reference was analyzed. From the regional selection, the Documento Curricular Para Goiás – Etapa Ensino Médio was chosen. The results indicate that there is a direct relationship between corporal practices in Physical Education at school and the contents and specific forms of corporal education suggested by the capitalist mode of production, molding students to a future condition of productive force consistent with the needs of capitalist society. It is stated that it is necessary to build another High School.