O processo histórico de construção do currículo mínimo de educação física do estado do Rio de Janeiro: da elaboração à implementação

Abstract

Educational curricula are social and cultural products endowed with political, ideological and cultural interests for the formation of individuals within school institutions. The view of the processors and the teachers involved in the materialization of the curriculum becomes fundamental and relevant to the understanding of the historical process of construction and implementation of curricula. Thus, this dissertation aimed to rescue the historical construction of the Minimum Curriculum of Physical Education of the state education network of the state of Rio de Janeiro, from the conflicts for its elaboration to the assimilation / resistance of the teachers in the school. For this, we take as historical-dialectical materialism method to reach a knowledge that allows to advance beyond the phenomenal appearances, within the process historical development of the concrete reality. The research used the field study, with semi-structured interviews and documentary analyzes (curricula, publications on the site of the secretary of education and publications of electronic newspapers, etc.) for the apprehension of the concrete elements present in the documents and in the visions of the teachers in relation to the minimum curriculum, both in relation to its elaboration and its materialization in schools. The semi-structured interview took place with 2 groups of physical education teachers: 5 teachers of the minimum physical education curriculum and 8 teachers of the state education network of the state of Paraíba do Sul. With the theoretical categories that This study aimed to discuss how the models of capital accumulation interfere in the educational formation, having as pedagogy guiding the human training project, the pedagogy of the competences. In addition, it was presented how the minimum curriculum of physical education is structured based on the pedagogy of skills. From the historical rescue carried out, we verify that the minimal curriculum acts in the reproduction of capitalist social relations, structured on a postmodern, post-critical and multiculturalist perspective. In addition, the minimum curriculum was incorporated into the teaching practice of teachers from Paraíba do Sul without a full understanding of the notion of skills and abilities in which the minimal curriculum is structured, leading them to contribute to the reproduction of capitalist relations. The minimal curriculum has still become an instrument of control of the teaching work, when linking its accomplishment to a system of gratuities. In this way, we conclude that the minimum curriculum of physical education does not overcome the capitalist social relations that permeate society, keeping the social subjects involved, teachers and students, in a reproductive relationship of capitalist social relations, that fragments, oppresses and denies social knowledge produced by humanity the working class.