Cultura corporal e matrizes africanas: proposição crítico superadora para o ensino da dança na formação de professores de educação física

Abstract

This thesis is part of the investigations on dealing with the knowledge of Corporal Culture and African Matrices (CCMA) in the training of Physical Education (PE) teachers. It was developed in the Graduate Program in Education (PPGEDU) at the Federal University of Bahia (UFBA), in the Research Group on Physical Education, Sport and Leisure, at the Faculty of Education (LEPEL). It starts from the concrete reality and delimits three scopes of problematization of the object: (A) The denial of knowledge of African ethnic matrices and the black movement, subsumed in Brazilian history; (B) The historical framework of Law 10.639/03, showing that Higher Education Institutions (IES), Education Secretariats (SEC) and Basic Schools (EB) have the need to deal with this agenda that has been in force for 20 years in Education Brazilian, which concerns the content of the history of African and indigenous peoples in teacher training and in the school curriculum; (C) The attacks by the ultra-neoliberal extreme right, in the period 2016-2022, on education, public universities and teachers, through the Projeto Escola sem Partido PL 246/19, which is being processed by the Brazilian Parliament and which proposes give preference in the school curriculum to bourgeois family values in aspects related to moral, sexual and religious education, disavowing the Ministry of Education (MEC) to distribute books to public schools that deal with ethnic-racial, gender and gender issues class. The scientific synthesis question answered is the following: What is the reality, contradictions and overcoming possibilities, in dealing with the knowledge of Corporal Culture and African Matrices in the training of Physical Education (PE) teachers at the Federal University of Recôncavo da Bahia (UFRB) ) and, at the State University of Bahia (UNEB), evident in the curricula of the Physical Education Courses, and what are the possibilities of treating the dance content from the Historical-Critical Pedagogical Theory, the Overcoming Critical Approach to the Teaching of Physical Education and the Pan-Africanism? We aim to: Investigate the reality, contradictions and possibilities of dealing with Corporal Culture and African Matrices in the training of teachers of Physical Education Courses, based on the curricular proposals of UFRB and UNEB. Specifically: We present socio-historical elements of the Heritage of Corporal Culture with reference to the African continent; We raise the conceptions and contradictions exposed in dealing with the knowledge of Corporal Culture and African Matrix (CCMA) in the curriculum of Degree Courses in PE; We developed a theoretical-methodological proposal for dealing with the knowledge of Dance of African Matrices in Physical Education (PE) from the Historical-Critical Pedagogy (PHC), the Overcoming Critical Approach (ACS) of teaching Physical Education and Pan-Africanism. The theoretical-methodological foundations of the thesis are based on the Marxist theory of knowledge and the Pan-Africanist movement. The data collected and analyzed allowed us to recognize the contradiction of the denial of knowledge of the African Matrices and the possibility of elaborating a theoretical-methodological proposal for dealing with the knowledge of the CCMA in PE based on the PHC, the ACS and the Pan- Africanism, in order to advance in pedagogical theory taking into account ethnic-racial, gender and class issues, in the teaching of Physical Education in the teacher training curriculum, in the perspective of an anti-racist, omnilateral, emancipatory education.