Pedagogias (pós)críticas da Educação Física: (re)organizações político-epistemológicas

Abstract

This work questions the comprehension of critical and post-critical pedagogies in a contemporary context, considering the Education and the Physical Education contexts. It takes as main reference Silva‟s (1999) questioning, one of the main authors responsible for consolidating in Brazil the distinction between the critical and the post-critical pedagogies. The work “Documentos de Identidade”, from Education, presents a strong influence on those who, in the Physical Education, work with the post-critical debate, such as Marcos Garcia Neira and collaborators. The comprehension of what the critical pedagogies are for Silva (1999) and, consequently, for Neira and collaborators disregards representations, renovations and political-epistemological (re)organizations of the critical pedagogies. Aiming to question this diagnostic, we dialogue to Education and Physical Education references which present (auto)critical and updates of the critical pedagogies mainly since 1990. These references consider the approach of tendencies and analytical traditions of critical pedagogies besides those macroeconomics; and the concepts beyond those connected to social class, ideology, social relation of production and capitalism. They demonstrate, through interlocutions, how the critical pedagogies are being subjugated in their presentation via post-critical pedagogies. Before the lack of clarity between the supposed frontiers which distinguish the critical pedagogies to the post-critical pedagogies, it was concluded the need for the field authors to rethink the use of those classifications, having as an option to organize themselves from a single broad ceiling, the “Big tent”, intensifying the fight against the most varied forms of social injustices.