A educação física e o currículo escolar municipal: da estruturação à sua utilização no ambiente escolar

Abstract

This research had as its theme the structuring and use by teachers of the Municipal School Curriculum (2021) in the city of Manaus. The Municipal School Curriculum (2021) is a document launched in April 2021 to replace the curricular proposal in force until then, and formulated in accordance with what is recommended by the National Common Curricular Base – BNCC (2018) and the Amazonense Curriculum Reference – RCA ( 2020). The CEM (2021) began to be used during the school year, when classes were taking place remotely and there was no type of training on the new document, therefore, it was felt necessary to investigate how teachers understand and use it this document when planning your classes. Thus, the research set out to answer the following question: How are Physical Education teachers organizing, systematizing and developing their classes in public schools in Manaus, based on the objects of knowledge of the Municipal School Curriculum (CEM)? The objectives of the research were: Investigate the practice of Physical Education in public schools in Manaus, from the perspective of the Municipal School Curriculum (CEM); Verify how the objects of knowledge structured by the CEM are being systematized and taught by Physical Education teachers in Elementary School – Early Years in the city of Manaus; To understand the perception of Physical Education teachers about the Municipal School Curriculum – CEM in the city of Manaus; Identify which objects of knowledge are being taught by Physical Education teachers in the early years of Elementary School that are not covered by CEM; Develop, as an educational product, a curriculum planning proposal based on the Constructivist/Interactionist Approach to Physical Education as a theoretical and methodological basis. We carried out qualitative research and used the Case Study method. For data collection, the instruments document analysis, semi structured interviews and non-participant observation were used. The data was analyzed using the Content Analysis technique. The research was carried out with 7 Physical Education teachers who work in the municipal public network in the city of Manaus. Through the results found, we can state that there are no contributions in the CEM (2021) to what was proposed by BNCC (2018) in relation to the 1st, 2nd and 3rd year of Elementary School – Early Years, and that teachers did not have training on the new document and they know it superficially, that some of the teachers do not teach the objects of knowledge in the thematic areas of Dance and Fighting. We also note that objects of knowledge are taught only in conceptual and procedural dimensions.