Educação física em Minas Gerais: uma análise do documento curricular de 1978

Abstract

The present work had the purpose of analyzing the curricular document of school PE of Minas Gerais, published in 1978 by the State Secretariat of Education of Minas Gerais. What are the codes, directions and meanings of your proposal? The analysis was inspired by the theoretical references established in Education and PE, as well as in research by Cláudio Pellini Vargas (2017) developed within the Group of Studies and Research in History of Physical Education and Sport (GEPHEFE). The 1978 document was analyzed through of a qualitative approach of the content analysis, as well as semi-structured interviews with the teachers who participated in the elaboration of this curricular proposal. The objectives of this research are:1) analyze the Physical Education Curriculum Document of Minas Gerais of 1978; 2) identify the codes, directions and meanings of your proposal; 3) to characterize, analyze and problematize the Minas Gerais Curricular Document of 1978 and its theoretical and methodological conceptions; 4) analyze how the process of selection, discussion and development of the contents prescribed in said document took place; 5) identify the group of teachers who participated in the elaboration of the 1978 document, its history with the PE field and its collaboration in the production of this document; 6) identify possible consensuses /dissent among the teachers who produced the document. Finally, we can verify from an analysis of the Document of 78 and the testimony of its writers, the solid presence of traditional curriculum theorizations inside, an EFE focused mainly on physical and sports improvement and still surrounded by a strong technical component. . We emphasize, however, that the document reveals a slightly broader view of PE, with more pedagogical and less competitive objectives, when it also emphasizes the importance of acquiring cognitive and attitudinal skills, the importance of movement for integral development of students emphasizing contents that serve them globally, thinking about their interests and needs, placing them as the center of the educational process. We find rudiments of the critical debate that inspired the Renewing Movement of Physical Education of the early 1980s when that program no longer considers only physical-sports activities as specific knowledge for the pedagogical practice of PE, but also admits the human movement as a teaching possibility, operating from then on with the perspective of a new object of PE. It is at this moment, from thinking the PE more focused on the pedagogical action and the beginning of change of its specific object, that there is evidence of the MREF. We maintain that the mining document, at the height of the military government, presented clear indications of a tension that was already looking for more critical paths to PE in schools.