A Disciplina educação física nas reformas educacionais: discursos e relações de saber-poder (1971 - 2017)

Abstract

This work displays the research results produced at the Postgraduate Program in Education of the Federal University of Grande Dourados (UFGD), School of Education (PPGEdu / FAED), whose the objective was to describe and analyze how the discipline of Physical Education, at the High School, was constituted as a knowledge in the official and scientific discourses, with a time frame between 1971 and 2017. The documents used as a source for the main analysis was the reform in Law No. 5.692/71 (BRASIL, 1971), the last enactment of the Law on Diretrizes de Diretrizes e Bases on the Tangent of Secondary Education. The initial date refers to the moment in which the so-called Second Degree teaching was implanted, at the core of the military dictatorship, until the last reform of Secondary Education, at the beginning of 2017. In other words, the process of including this discipline in the secondary level curriculum of the national education was the interest of this work. Three chapters were organized to approximate the objective. In the first chapter it sought to delimit the notions of curriculum and school discipline and the types of scientific knowledge that have been produced about/by the discipline and which constituted and produced what has been termed "Physical School Education" (PSE). The second one aimed an approximation of the history of Physical School Education as curricular content in the history of education in Brazil, considering the legal aspect, more specifically referring to the period from 1971 to 1996. The emphasis was given to what was produced and circulated in particular the from Law No. 5.692 / 71 (BRAZIL, 1971) until the enactment of the current Law on the Guidelines and Bases of Education, Law No. 9.694 / 96 (BRAZIL, 1996), time of a certain "renewal" in the area, due the amplitude that the discipline has acquired. It was concluded, according to the mapping of the productions on the subject, that the PSE in the High School has not been object of interest, what evidence a certain rarefaction that was pointed out in the productions and states of the knowledge consulted. The third chapter took into consideration the recent High School Reform, through the educational legislation - Provisional Measure (MP) No. 746/16 (BRAZIL / MP, 2017) - and the debates that involved it, such as in the National Curricular Common Base (BNCC) and the scientific discourses in circulation, identifying the knowledge that are imputed to it and that contribute to constitute Physical Education as an area of knowledge directed to the constitution of specific types of subjects/subjectivities in this period. This research concluded that the discourses found in the state of the art, evidence the low production of studies related to the discipline of Physical Education in High School. In addition, the same discipline has remained hegemonic in its practices since the reform period of the 1971 until the enactment of the new LDB. The official discourses that identify the changes through the BNCC and MP of 2017 end up generating an uncertain future for the discipline due to the discourse of uncertainty of its obligatoriness, in the school, for decades. Discourses established by a government with conservative ideological roots.