O (não) lugar da educação física na escola de tempo integral

Abstract

Concerns about full-time school arise when faced with the reality of an educational system that visualizes the expansion of school time as a possibility of better educational assistance for children, adolescents and young people in Brazil. However, we are faced with the reality of a school model with difficulty in materializing and implementing pedagogical practices. To think about full-time school one can not look in a fragmented way, but consider all the references that constitute it, articulating the pedagogical doing to the curriculum and the pedagogical project of the school, serving as a guide for all practices in the school space, among them the Physical Education. This research defends the following thesis: Physical Education was present in full-time schools in Brazil by unreferential perspectives, but for the current educational context it is necessary to have a multireferential view to organize its pedagogical practice. The choice of multireferentiality as a theoretical basis is due to the need for a multiple look at the current globalized society in which it is constantly involved. Faced with this reality, multireferentiality presents itself as a viable perspective to base the analysis around the phenomena. Methodologically, we chose the case study, being characterized as a single case incorporated. Physical Education in full-time school in Brazil was the phenomenon defined as a case; as units of analysis the experiences of the schools of the Carneiro Ribeiro Popular Education Center (CECR), the Integrated Center for Popular Education (CIEP) as references in the history of full-time school in the country, and the Marie Jost College as the most current experience of a full-time school in the state of Rio Grande do Norte (RN). We used as a source of evidence the bibliography for a historical survey of the first two experiences and direct observation, and the interview, conducted with two Physical Education teachers, for the description of the third. Faced with the research and discussed in this research, we identified that Physical Education was present in full-time schools in Brazil, but with the social changes of a globalized world, it required the appropriation of new references. The place of Physical Education in full-time school starts from the recognition of the school as a space invigorated by corporeal beings who use the corporeity as language, being committed to a pedagogical practice of diverse references that understands the body in its totality. We believe that the theoretical principles of multireferentiality can support the pedagogical practice of Physical Education, legitimizing its presence in full-time.