Pedagogia histórico-crítica e educação física:entre limites e avanços das aproximações/apropriações

Abstract

This thesis was developed in the Post-Graduate Program of the Faculty of Education of the Federal University of Bahia, from the research group "Marxism and Labor Policies and Education" - MTE. The object of this study is located in the development of a critical pedagogical theory, the Historical-Critical Pedagogy and its relations and nexus with the Physical Education knowledge area. We investigate that relationship considering as a starting point the book "Methodology of the Teaching of Physical Education", where the "Critical-Overcoming" proposition is systematized, which adopts some fundamentals of that pedagogical theory. In a preliminary observation from previous studies, were pointed out two poles of explanation: a) Critical-overcoming pedagogy elaborated its own categories, which apparently demonstrated certain autonomy in front of the pedagogical theory; b) the existence of a approach with the Historical-Critical Pedagogy - PHC, understanding that both pedagogical theory and teaching methodology are in developing process, that is, in collective construction through theses, dissertations, research groups and disciplines in postgraduate programs. According to the second formulation, to identify an identity relationship that is established due to the influence of the Historical and Dialectical Materialism that is present in both and of the defense of the transmission / appropriation of the scientific knowledge as one of the main functions of the School, preliminary questions were raised such as: what is the quality of this relationship? Is it possible to approach a pedagogical theory and not adopt all its fundamentals? Its principles? Thus, some studies that make these associations are superficial, because pedagogical theory was not radicalized. In this sense, we start with the following scientific problem/ question: How can the superficial approximations / appropriations of PHC's fundamentals by Physical Education can hamper the critical, theoretical-methodological development of this area? As objectives we had: a) to understand the limits and advances of the PHC-Physical Education approaches, b) through the categories of historical-critical pedagogical theory, discuss and point out possibilities of overcoming the limits found in the approximations / appropriations. As a hypothesis, we argue that the superficial approximations / appropriations of the Historical-Critical Pedagogical Theory can lead to a loss of critical, theoretical-methodological and training development in the field of Education and Physical Education. We did a bibliographic study using the dialectical method of understanding reality. Seven productions were made, being a doctoral thesis and six dissertations, to analyze the approximations / appropriations of the PHC with the area of ​​Physical Education. As part of the conclusions, we pointed out that: there was no radicalization of pedagogical theory in the approximations/appropriations of PHC in Physical Education.