A Disciplina educação física para o nível médio nos discursos das reformas educacionais brasileiras (1971-2017)

Abstract

The research presented in this dissertation addressed the subject of Physical Education in high school. The general objectiveof the research was to analyze how the Physical Education (PE) for high school (HS) students was produced in the official discourse of the reforms that took place in the country between 1971 and 2017.The time frame adopted is justified by the reform expressed with the approval of Law 5.692/71 and its legal developments, until the last reform regulated by Law n. 13.415/2017. In the review of scientific productions, the papers selected were published between 2009 and 2021, showing that the theme has been placed in the order of scientific discourse.This documentary research used documents as significant instruments to understand the history of PE. The privileged sources in the research were legal documents (provisional measures, laws, regulations, bills and amendments). In the analysis, the main reforms and their respective legislation that regulated the offer of HS in the country were prioritized. As a theoretical framework, the research dialogued with Michel Foucault in dialogue with the concepts of discourse/statement and power-knowledge relations, inscribed in the Foucaultian perspective, the presence (permanencies and transformations) of the discipline in these reforms was discussed, with the analysis of central statements that they put into circulation and that contributed and still contribute to produce its direction in Brazilian education. We also dialogued with authors who address the issue in the educational field, Fischer (2001) and Popkewitz (1997); on the history of school subjects we dialogue with Chervel (1990) and researchers of Physical Education School, such as Ghiraldelli Junior (1991), Castellani Filho (1998), Jocimar Daólio (1997), Mauro Betti (1998; 2011), Taborda de Oliveira (2001), Carmem Soares (2004), Galvão (2005), Golin (2008), Dias (2013), Araújo (2016), Soares (2017) and Oliveira (2019). Among the conclusions, we observed that in the speeches circulating to common statementsrelated to HS regulate the "training" of young people with a view to preparing them for the world of work, through the "compulsory" professionalization, especially in the 1970s and 1980, and, after the promulgation of the LDB/96, this training aspect was updated through the emphasis on different technologies and directing the training interest to the characteristics that emerged in the school, in the face of the transformations that took place and the consequent demands of the world of work. In the first period of these regulations, the EFE was constituted as a governmental device for the control and disciplining of bodies, aimed at physical fitness and the “maintenance of individual health”, in the technicist, sportsman and militarist conceptions. In the 1990s, EFE for HS had, as one of its purposes, to work the students' emotional and psychological dimensions, through its methodological and pedagogical organization.The 2017 reform, in contrast to LDB/96, indicated the exclusion and/or optionality of some school subjects, including PE, which propagated a certain "suspicion" or, at least, a questioning about their importance in the curriculum at this level of schooling. The results show the consequences that, in particular, the last reform implied/implies for the training of students enrolled in HS, as well as for the pedagogical practices of PE, since, by making it optional for students and including the "remarkable knowledge" in relation to teacher training, its validity was questioned, “disqualifying” its importance in the school curriculum.