Referencial curricular amazonense e a educação física: uma política em discussão

Abstract

This dissertation is linked to the Research Line Training and Praxis of the Educator Facing the Amazonian Challenges of the Post-graduation Program in Education at the Federal University of Amazonas from the agreement between UFAM and SEDUC/AM. In this work, we address the implementation of the BNCC (BRASIL, 2017a), with the RCA (AMAZONAS, 2020a; 2020b) as a theme, and how the specifics that deal with Physical Education were addressed in the preparation of this document. The central research problem is: What is the governmental approach to Physical Education regarding the context of the implementation of a National Common Curricular Base and Curricular Reference of elementary education in the State of Amazonas? Having as guiding questions of the study: What are the socio-historical and political background of elementary education in Brazil? What are the implications of curriculum changes for Physical Education in Amazonas? And, what are the implications of educational reforms in the professionalization of Physical Education teachers? The following objectives were established: to describe and analyze how Physical Education is addressed in elementary education in the BNCC document (2017a) and the RCA (2020), in order to: study, through a literature review, the organization of Brazilian education and its legal frameworks and guidelines aimed at the subject of Physical Education in Brazil; identify, through document analysis, the most recurrent themes and analyze the focus of Physical Education in the documents, and compare how the approaches on teacher training in Physical Education are defined in the documents. In methodological terms, based on Gil (2002), Creswell (2007) and Triviños (2009), an exploratory research of qualitative nature was developed, allied to the goal of describing the characteristics of this particular event and know in depth the nuances of the phenomenon in question, in this case the implementation of a new educational policy, using the combination of bibliographic and documentary research, based on Ludkë and André (2020) and, having as data collection procedure follows the protocol suggested by André Cellard (2012) and as data analysis technique, the Policy Cycle Analysis, developed by Ball (1992; 1994; 2009; 2012). The chosen theoretical-methodological approach intends to use categories that enable the understanding of the totality of the object, based on the perspective of historical-dialectical materialism, developed by Marx and Engels (NETTO, 2011), with a focus on Critical-Historical Pedagogy, developed by Saviani (2019) and collaborators. As results it is possible to affirm the complexity of the phenomenon of teacher training in Brazil and in Amazonas has a governmental focus in the sense of reproduction of content; being the construction of the RCA made without the effective participation of all actors of the educational process in Amazonas and that it is possible to ally the organization of pedagogical work to a Critical-supervisory Approach as an important part of the teacher's formative process.