Reflexões Preliminares Sobre a Unidade Tematíca Esportes Na Base Nacional Comum Curricular

Abstract

Resumo: O componente curricular Educação Física possui enquanto uma de suas unidades temáticas na Base Nacional Comum Curricular (BNCC) os esportes. O objetivo do estudo é a compreensão da intencionalidade do ensino dos esportes enquanto conteúdo na BNCC, considerando a lógica/organização interna e externa expressa no documento. A primeira subdivisão dos esportes na BNCC é denominada de objetos de conhecimento, orientados exclusivamente pela lógica/organização interna, por exemplo, esportes de invasão e precisão. Cada objeto de conhecimento possui habilidades com expectativas de ensino, existindo 15 habilidades relacionadas aos esportes, com predominância na BNCC de elementos da lógica/organização interna, apresentando características do esporte institucionalizado sem propor alterações pedagógicas para o seu ensino na escola. Apenas quatro habilidades problematizam a lógica externa, como doping, conflitos e mídia. Sinalizamos que as características da lógica interna podem ser constantemente associadas com a lógica externa, o que pode favorecer novos olhares para as aulas de Educação Física.

Invasion sports in physical education according to the BNCC: An integrative review

“…Another relevant aspect in the BNCC, as explained by Brasil (2018) and Marques et al (2021), is the differentiation between the concepts of game and sport. This proposal aims for students to understand the distinct characteristics of these practices in contemporary times, considering their manifestations both professional and community/leisure.…”

“…This proposal aims for students to understand the distinct characteristics of these practices in contemporary times, considering their manifestations both professional and community/leisure. The proposed differentiation seeks to provide, according to Brasil (2018) and Marques et al (2021), a broader and more critical view of the various ways in which games and sports manifest themselves in today's society.…”

“…These sports represent just a few examples among the various invasion sports practiced in Physical Education. According to Marques (2021), each of these sports offers specific benefits for the integral development of students, covering physical, cognitive, and socio-emotional aspects, thus consolidating their relevance in the educational context. Invasion sports, according to Garganta (1998), are modalities that constitute principles that aim to organize the actions of a game, such as rules, orientation and the fulfillment of the match.…”

“…Marques et al (2021) and Paes Neto (2021) address reflections on the thematic unit "Sports" in the BNCC, highlighting the complexity and relevance of this component for school Physical Education. These reflections serve as a basis for understanding the role of sports, especially invasion sports, in integral educational formation.Thus, the understanding of the types of sports, in particular invasion sports, according to the BNCC, is crucial to guide pedagogical practices, providing students with enriching experiences that go beyond the physical aspect, promoting integral development.Invasion sports, as described by Leite et al (2018), are characterized by their collective Challenges and Research in Health Sciences: A Multidisciplinary Approach Invasion sports in physical education according to the BNCC: An integrative review…”