Educação física no novo ensino médio: articulação entre os conteúdos da cultura corporal e os objetos de conhecimento propostos pela Secretaria de Educação do Amazonas

Abstract

The New High School implementation owns several reviews over your intentions. Including the fact that it was instituted too early, without due training and material preparation. The High School “CNCB” shows along your body highlights in his text the neoliberal interests expressed through skills and competencies, which within the areas of knowledge dissolve the identity of the curricular components, including Physical Education. This standard extends to regional and local documents, as ACR e a CPP, which considers the Amazon public high school’s especificities. This one presentes the knowledge objects. It turns out that these new contents carry a post-critical epistemology, which Physical Education recognizes in its cultural approach. This trend has a lot to contribute to the formation of high school students and a more democratic and critical society in its contemporary issues. However, this is a content arrangement that is very different from the previous proposal, and in the meantime there was no necessary support, such as continued training and support materials. Therefore, the objective of this research was to relate the CPP knowledge objects directly to the contents of Body Culture. Specifically, we identified what interpretation EM Physical Education Teachers make about CPP; Check whether SEDUC AM provided any continuing training and teaching materials on the application of CPP to high school Physical Education teachers; And finally, develop an educational product that enables better practical integration between new objects of knowledge and the contents of Body Culture. To achieve this, this qualitative research was carried out through a semi-structured interview with Physical Education teachers working at NHS. A CPP documentary analysis was also carried out, and non-participant observation of the same teachers. As a result, we verified in the a priori categories of the interview, that teachers consider the objects of knowledge to be abstract and dissolved in contemporary content, in which they do not identify content that they saw in their initial training, all of this linked to a large volume of content. They also have difficulty and insecurity in teaching content due to the lack of support from the secretariat, where there was no continued training or support materials that would help in understanding and implementing new objects of knowledge in Physical Education. In practice, teachers are still far from relating their classes to the cultural approach to Physical Education, which highlights the need for teachers to also develop post-critical thinking before being able to put this concept into practice. As an Educational Product of the research, we created didactic material to support teachers, which we hope will contribute to the problem that encouraged this work.