Entre fios, \"nós\" e entrelaçamentos: a arte de tecer o currículo cultural de educação física

Abstract

The speed at which knowledge is produced and disseminated, surpassing limits and barriers has led to a scenario of constantly mutation in the world. It is possible to identify, in a generalized way, the influence of neoliberal forces in reorientation of education and curriculum field. In Brazil, the adjustments took place in order to turn their back to social priorities electing the international market. This position generated a discourse in order to structure the education system. In Educational policy of São Paulo, over the years, we have identified different curriculum guidelines and distinct ways of conceiving the role of educators. In each administration, the teachers were "re-trained" with a view not only to the implementation of a "new" curriculum as well as the change in their subjectivities. In 2006 and 2007, the expectations of the references for the development of reading and writing competences, deliberation or learning expectation and curriculum guidelines set up the Physical Education Cultural Curriculum in the Educational County. Seeking success in its implementation, it was defined a teacher training policy based on theoretical and methodological assumptions in line with these documents. Among a tangle of texts and speeches, we position the teacher as responsible for the curriculum development at school. Considering on the one hand that the training policy did not respond to all the educators and, on the other, the lack of data showing its effects, we investigated the curriculum in action. We took to analyze as a Physical Education teacher who attended the training courses offered by the Secretary of Education of São Paulo, in the 2006-2013 period, meant to their pedagogical practice. We opted for a qualitative approach to conduct an ethnography of Physical Education lessons in a public school. The observation, interview and the projective method were used for compiling the data. The perceived emphasis on learning motor aspects, subordinating social and cultural, indicates the incorporation of concepts accessed by the teacher during the initial training. It was also possible to identify the process of recontextualization through a superficial approach to deconstruct discourses that permeate the body practices. However, the production curriculum in the school context gave up largely by the intertwining of senses / meanings. Aligned with the assumptions of the Physical Education Cultural curriculum and the county training policy, the teacher has established a fruitful dialogue between the repertoire of students and representatives of other social groups. Data analysis showed that the teacher produced the Physical Education curriculum from the process of incorporation, re-contextualization and negotiation of meanings. Based on the study and the proposition guise, we are in favor of a coordinated training policy with the curriculum in action, so that the context of the pedagogic practice may emanate themes to be studied and debated in the actions of continuing education. This in turn, to reorganize f...

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