As Diretrizes Curriculares para a Educação Física e as transformações contemporâneas do corpo

Abstract

This thesis aims to identify how physical education has constituted its training from the implementation of the National Curriculum Guidelines and under the influence of contemporary transformations of ways of seeing, experiencing, understanding and intervening on the body. Our hypothesis is that has been consolidating the existence of two different training courses and two physical education professionals distinct, but with similar conceptions, influenced by contemporary transformations of ways of understanding and intervening in the body. We start from the assumption that the process of development and implementation of the guidelines and also the contemporary changes have important effects on the training process and the perceptions that graduates have of their work. Initially, we contextualize the National Curriculum Guidelines inside the historical trajectory of the Physical Education training and the Brazilian educational context, inserting it in the context of neoliberal reforms implemented in the late 90s and early 2000s, and analyze the process of its preparation and its consequences. Subsequently, we discuss the processes that hegemonize certain visions and ways of to treat the body in contemporary society, presenting the cults of the perfect health, fitness and performance. The research was developed in Physical Education courses from the Universidade do Estado do Rio de Janeiro (UERJ), Universidade Estácio de Sá (UNESA) and Universidade Federal Fluminense (UFF). In each of these universities were realized interviews with six teachers and analyzed the pedagogical projects, curriculum structures, course descriptions and other documents containing information about the courses. The interview questions were elaborated around two main points: the Physical Education training at the university after the curricular restructuring caused about by the new legislation; and the ways as the course treats the issues of the body. Data analysis has focused on the meanings established by the discourse about the body and the Physical Education training that circulating in the documents and interviewees' statements. This route allowed us to map and analyze the meanings about physical education training and about the ways to treat the body in circulation in the courses, the conflicts surrounding them, and the existence, or not, of discursive hegemony