Corpo em movimento no ensino médio: o contexto das escolas estaduais de Fortaleza participantes do Programa Ensino Médio Inovador

Abstract

This dissertation was developed within the scope of the Professional Graduate Program in Management and Evaluation of Public Education of the Center for Public Policy and Evaluation of Education of the Federal University of Juiz de Fora (CAEd/UFJF). This academic work sought to investigate how the management teams of the state schools of Fortaleza that joined the Innovative High School Program (ProEMI) formulated the Curricular Redesign Proposals (PRC), incorporating Body Culture as a Field of Curricular Integration (CIC) in perspective of promoting a curricular innovation. It is hypothesized that the lack of training of managers about the educational potential of Body Culture, as well as disjointed actions between managers and teachers of Physical Education may be contributing to a discredited approach of the subject in the high school curriculum, often reduced to sporting. The central problem of the research, therefore, deals with how to use the curriculum renewal experience proposed by ProEMI in the field of Body Culture to implement the New High School (the last reform). As specific objectives, we sought: a) to describe the participation of Body Culture in the PRC of the participating schools; b) to analyze the perception of school managers and Physical Education teachers about Body Culture; and c) to propose an Educational Action Plan that expands the Body and Body Culture in the high school curriculum. bibliographic research was carried out with the ProEMI guiding documents (BRASIL, 2009a; 2009c; 2011; 2013b; 2014; 2016b) and the PRCs of the 32 state high schools in Fortaleza participating in the last ProEMI edict (BRASIL, 2016b). Field research was conducted with the application of different questionnaires to teachers and managers. The results of the different approaches were correlated and explored from five categories of analysis: protagonism, school spaces, synesthetic body, emotional body and social body. From the analysis made, we identified 7 major challenges of creating/ expanding/improving spaces, activities and pedagogical practices that sought to help the implementation of the New High School enhancing the body culture in the curriculum. To address these challenges, an Educational Action Plan (PAE) was proposed, consisting of seven actions for each perceived challenge, in addition to suggestions directed to SEDUC/CE in order to assist schools in working with Body Culture.