Disputas políticas pela Educação Física escolar na Base Nacional Comum Curricular

Abstract

The National curricular common core (Base Nacional Comum Curricular BNCC) was enacted not only as a guiding text but also as a normative politic expression of curricular centrality, encompassing in its constitution the articulation of curricular demands, among these the ones associated to different disciplinary communities. The objective of this thesis is to identify and interpret different demands that articulated themselves in the constitution process of BNCC for Physical Education (PE) and the discourses produced by this articulation, which signify PE as an important curricular component for Basic Education (BE - elementary and high school). In order to do so, the theorical-strategic assumptions used are the pos-structural contributions and the Discourse Theory, appropriated in the curricular field by Lopes and Macedo. As empirical sources, different textual inscriptions related to PE were used, selected between 2015 and 2018. The empirical material is also composed by the four versions of the BNCC (BRASIL, 2015; 2016; 2017; 2018) for PE of Secondary School; the disciplinary community demands pronounced both through the public consult and published in scientific journals, academic events, internet, newspapers and magazines posts; the critical opinions by specialists; the summary report of state seminars occurred in 2016 and videos about PE. I argue that in the articulation process of different curricular demands for PE in this politic, the demands related to knowledge are of better visibility, forcing to normatize what is supposed to be taught/learned in classes for this component. I also argue that this normatization is not able to cover the different meanings and possible knowledges to be systematized by the PE disciplinary community and, for this reason, leads to constant political-discursive disputes in the curricular making for this component. In the political interpretative exercise of BNCC regarding PE, there is an insertion of the component in the Language area, which besides not being consensual in the area, determine identically the signifying of PE, excluding other ones, such as those that refer to health, sports, motor development, and so on. This identity determination in the language area is understood by me as precarious and contingent, through the power exercise instituted by the social actors subjectivated in the writing process of the document. The demand for knowledge is what promoted the biggest disputes, being questioned both the selection made and the systematization throughout the PE. Being more specific, the demand for Dance was of greater contrast once the political-discursive dispute involves three disciplinary communities: PE, arts and Licensed in Dance. The non-met demands, as the inclusion and exclusion of some knowledges and the wider signification of PE beyond Language in the BNCC constitution process, were not erased, propitiating continuous articulations in the curricular making for PE, for the political-discursive disputes do not end with the BNCC homologation. In this way, the BNCC for PE is a normative curricular centrality politic, systematizing and controlling the pedagogical making of the teacher, precariously though