O currículo prescrito da educação física num contexto de ensino médio integrado

Abstract

This study aims to analyze the teaching plans of Physical Education in the technical courses integrated to the high school of the Federal Institute of Espírito Santo (Ifes), in order to understand the place of the discipline in the curriculum of the integrated technical courses of this institution, identifying the foci of Proposed studies and the conceptions of Physical Education teaching present in the plans. As methodological procedures, the documentary analysis of the Physical Education teaching plans for the 2016 school year was carried out in four campuses chosen by lottery – Alegre, Colatina, Guarapari and Nova Venécia – as well as interviews with the teachers responsible for preparing the teaching plans of these four campuses. In total, there were interviews with eight teachers and analysis of 23 teaching plans. Through the analysis of the plans, it was possible to identify the elements and items that constituted them, among which to focus the study that proposed the Discipline syllabus, the general objective and the contents, besides electing the focus of study of greater prominence in the teaching of the discipline at Ifes, namely: knowledge of the human body, including questions about exercise, physical activity and health; sports; Physical Education and issues of work, integrated training and vocational training. In developing the analyzes, it was noticed that, although there is no reference document in the institution for the teaching of this discipline, the teachers propose joint study focuses, directing the teaching with close objectives. It was possible to recognize the presence of different conceptions of Physical Education teaching and to point out that the plans present elements that approach a Physical Education perspective identified as a critical approach, approach to curricular parameters, sportivist approach, and a renewed health approach. These different conceptions are the result of different understandings on the part of the teachers on the Physical Education, and these different understandings characterize the teaching of the discipline at Ifes, approaching and distancing the discussions on the Physical Education school, demonstrating that this diversity in the pedagogical treatment given to the discipline, characterized by the different approaches and conceptions of Physical Education present in the plans, comes from the different ways teachers conceive of knowledge, movement, the human being, the school institution, social relations and the construction of knowledge. In the analyzes, even with the presence of technical rationality and with the introduction of other Physical Education teaching practices, it was considered that Physical Education at Ifes presents, in its teaching proposals, that the role of Physical Education goes beyond teaching the sport, gymnastics, dance, games, rhythmic, expressive activities and knowledge about the human body itself, including understanding and discussing with young people the values, meanings and meanings of body practices in the procedural, conceptual and attitudinal dimensions, besides the dimension of professional formation, and encouraging the participation of the individual so that he understands his role in society as a subject capable of understanding, inventing, reinventing and transforming the society in which he lives.