Ontologia marxista e educação física escolar : contribuições para o debate

• Ano de defesa: 2011
• Autor(a) principal: Melo, Flávio Dantas Albuquerque
• Orientador(a): Lacks, Solange
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Educação
• País: BR
• Palavras-chave em Português: Ontologia marxista; Teoria pedagógica; Proposições pedagógicas; Educação física escolar; Práxis pedagógica
• Palavras-chave em Inglês: Marx ontology; Pedagogical theory; Pedagogical propositions; School physical education; Pedagogical praxis
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/4678

This research report aims at analyzing which ontological trends are subjacent to the pedagogical theories and propositions of School Physical Education. The dialectic historical materialism is our basis, as we understand that the immanent categorical complex to these philosophy and theory of knowledge allows us to radically comprehend our case study. Our empirical source was the scientific knowledge production (theses, dissertations, articles and books) related to LEPEL Network, as we depart from the assumption that this knowledge production gives us the necessary theoretical elements to carry out the ontological criticism of the pedagogical theories and propositions of Physical Education. Considering the ―noticed absence‖ of Physical education studies based on the Marxian-Lukacsian ontology, it is necessary to contribute to the debate which has as the underlying core the onto-historical criticism of the individuality formation due to the capitalist sociability, which is strongly based on the exploration of men by men, resulting foremost on the overrating of the surplus value. We have raised the hypothesis that, predominantly, the pedagogical theories and propositions of School Physical Education do not propose ways to appropriation of generic objectivism which may go beyond the immediatism of the student. Thus, the pedagogical praxis is emptied of its essential function, which is to mediate the development of superior psychological functions of the student, taking him/her to the dialectic comprehension of his/her concrete reality. Probably, this is the result of the work with the School Physical Education knowledge, which is structured upon idealistic ontological principles impermeable to the social-historical determinations. Through the analysis of empirical sources, mediated by the philosophical-scientific instruments present on the works of Marx and Lukacs, we reinforce our hypothesis as well as point out to the historical need for the pedagogical theories and proposition to depart from ontological principles aiming at guiding the pedagogical praxis of Physical Education teachers by the way of the perspective of formation of the thing-in-itself individuality. This research report has as teleological horizon the historical socialist project due to the ongoing process of fetishization of human individuality and generality as well as ―schizophrenization of the real‖, mediated by the capitalist sociability.