A dinâmica curricular da educação física na Secretaria de Estado de Educação do Rio de Janeiro

Abstract

The thesis analyzes the curriculum dynamics of the physical education in the State Department of Education of Rio de Janeiro (SEEDUC) from the assumptions of the policy cycle curriculum of Ball and Bowe (1992). In order to understand the breadth of SEEDUC curriculum policies, the study investigates the curriculum dynamics contexts and the way in which they articulate. For influences context, the news reports published on the website of SEEDUC and the Secretary of State for Sport and Leisure are our sources. Were cataloged and analyzed 117 documents. For the context of curriculum construction interviews were conducted with three teachers who were responsible for building the Minimum Curriculum for physical education of SEEDUC, published in 2012. In addition, an analysis was performed of all prescriptive curriculum documents that make up the Minimum Curriculum. For the context of curriculum practices were interviewed eight physical education and two portuguese teachers who were, at the time of the interviews, acting as school teachers of SEEDUC. Data analyzes allow us the following inferences: the SEEDUC curriculum policies are directed primarily to obtain improvements in indices of quality of education in the state, measured through external evaluations of large-scale; these policies are associated with the regime of performativity truth (BALL, 2005), since they have such basic assumptions standardization, control and meritocracy; linking with skills pedagogy complements this performativities package; the critical provisions of the physical education teachers group who built the Minimum Curriculum competed with and, to some extent, subverted the performativity policies of SEEDUC, so that the prescriptive document have the mark of the ambivalence of control and diversity; the physical education teachers who deal with practical curriculum does not share the critical provisions of the teachers who built the prescriptions, and make their curriculum translations influenced by inherent problems of the daily routine, among them stands out the feature of school culture that takes the time and space of physical education in schools as places of taste and freedom; the curriculum translations comparison of the physical education teachers with the portuguese language helped to illuminate some features of the dynamics of the physical education curriculum, especially the different impacts that the curriculum had systematizations in daily routine; for the portuguese language teachers new systematization present in the Minimum Curriculum reverberated destabilization of traditions, for physical education meant the possibility of a north.