As representações sociais da educação física e suas associações com as subáreas biodinâmica, sociocultural e pedagógica

Abstract

Although one of the characteristics of Physical Education is its epistemological diversity, there is a movement to expand biodynamics in a way that is disproportionate to socio-cultural and pedagogical. The impacts of this process on teacher training and the mechanisms that have implied these effects are still questionable. Thus, the objective was to discuss the epistemic scenario of Brazilian Physical Education, with an emphasis on Rio de Janeiro, from the social representations that are engendered in the core of the Physical Education teacher training courses and their associations with the pedagogical, sociocultural and biodynamics. For that, field study was used based on the participation of undergraduate students and professors through tests and interviews, respectively. Initially, the results indicate that the disproportionality between the sub-areas of Physical Education, with the expansion of biodynamics, is present in the context of postgraduate studies in Rio de Janeiro, more specifically with regard to the number of accredited teachers in the programs, areas of concentration, lines of research and possibilities of publication. Regarding the social representations of academics on Physical Education, regardless of the course, bachelor's or bachelor's degree, or the period, whether entering or concluding, it was observed that social representations are associated with biodynamics, the subarea that makes up the Central Nucleus of the representational structure participating groups. Regarding the research with the teachers of the Physical Education teacher training courses, it was noticed that more than half of the teachers from the three participating institutions are from the biodynamic sub-area and that the social representations they share about Physical Education are anchored in the biomedical model of the biosciences and their objectification in operandi modes based on instrumental technical rationality. In the search for the conditions of possibility that have implied the dissemination of social representations that associate Physical Education predominantly with biodynamics, in initial and continuing teacher education, the manuscript defends five excerpts that contribute to the formation of a biodynamic Physical Education, namely: i) the arrival of instrumental technical rationality in Physical Education through Medicine; ii) the first graduate program that had doctors as advisors and biodynamics as the first area of concentration; iii) the breakdown of Physical Education in sub-areas; iv) the success of biodynamics in the battle for objects of dispute within the field; v) the division of the teacher training course into two modalities and the disciplinary fragmentation of the curriculum as a resonance of the installation of instrumental technical rationality. Therefore, based on documentary investigations, studies on the social representations of students and teachers, as well as the proposed analytics, the text defends the thesis that as Physical Education in a context of search for affirmation while science is colonized by instrumental technical rationality and that this, in turn, has in its method the only socially accepted path for the production of truth statements, the social representations of Physical Education associated with the pedagogical and socio-cultural sub-areas tend to be delegitimized, even by individuals from the group that seeks legitimation through the biodynamic path.