Currículo e cultura: análise dos referenciais de Educação Física dos estados do Nordeste do Brasil

Abstract

The study states that the notions of culture and curriculum in physical education frameworks are intertwined by a sense management that regulates, regulates itself and creates a policy of controlling one's own body and human movement in school. We start from the following study questions: How have the notions of culture and curriculum been presented in the physical education frameworks of northeastern Brazil, and what are the regulatory axes in the organization of knowledge? To this end, our general objective was to understand the knowledge of culture and curriculum in the physical education frameworks, and the processes of body regulation, having the specific objectives as follows: identify the concepts of culture and curriculum; understand the meanings and regulatory axes of the references of physical education; to present and analyze the mechanisms of interdiction of the body, through the notions of culture and curriculum present in the curricular references of physical education. Regarding the methodological aspects, especially about the research analysis corpus, we opted for the qualitative research approach, considering the documentary research and the content analysis of Bardin (2011) as the most significant method for the a priori study, as it approaches our theoretical-methodological research options. In order to maintain a contact with the documents, we performed the fluctuating reading, mapping the most frequent themes that were presented as structuring axes for the consolidation of the curricular references of physical education. The following categories were found: Curricular Organization, Culture, Pedagogical Knowledge Organization, Didactic-Methodological Guidelines and Learning Assessment. The thesis that the notions of culture and curriculum in the references of physical education are, yes, intertwined by a sense management that regulates, regulates itself and creates a policy of control of one's own body and human movement in school, and was found. in the analysis of the material analyzed. The cultural construction of the curriculum regulates the dynamics around curriculum organization. But they are also fed back in the light of pedagogical practice. Students and teachers self-regulate in their specific pedagogical dynamics, thus creating a policy of controlling their own body and movement in interrelations and body practices, collectively constructed, and debated in the group as manifestations of their identities.