Crítica a concepção de ensino/aprendizagem nas proposições pedagógicas da educação física: contribuições da psicologia histórico- cultural e da pedagogia histórico-crítica

Abstract

The study is part of the scientific investigations that deals with teaching and learning in the pedagogical propositions of Physical Education, based on the contributions of historical-cultural psychology and historical-critical pedagogy. The object is the conception of teaching and learning that underlie the pedagogical propositions of Physical Education considering what we have accumulated in scientific formulations about the content-form-recipient triad that is based on dialectical historical materialism, historical-cultural psychology, and historical-critical pedagogy. The issue concerns the denial of scientific content about body culture in Physical Education classes and the fact that pedagogical elaborations in the area disregard the dynamics (non-contradictory and antagonistic) of the relationships between the logic of the teaching and learning processes, which implies in these propositions do not radically penetrate into the core of school education, which ultimately is an obstacle that compromises the development of pedagogical reflection and a scientific attitude of students in the face of objective reality. The synthesis question of the thesis is: based on the criticism of the pedagogical propositions of Physical Education, specifically the conception of teaching and learning, which are articulated with the hegemonic conception of education (the pedagogies of learning to learn) that denies dealing with the most developed in the school curriculum, what are the contributions of historical-cultural psychology and historical-critical pedagogy to the expansion and deepening of the teaching and learning concept in the critical-overcoming proposition of Physical Education? The general objective is to present a new synthesis on teaching-learning in dealing with the knowledge of body culture, based on the criticism of the propositions in Physical Education, and on the contributions of historical-cultural psychology, and of the historical-critical pedagogical theory. The specific objectives they are: (a) the critique of systematized and non-systematized concepts of Physical Education, emphasizing the teaching-learning category; (b) systematize the contributions of historical-cultural psychology that explain teaching-learning and historical-critical pedagogical theory on teaching-learning; (c) present a synthesis of the possibilities for developing the critical-overcoming proposition of physical education, based on the broadening and deepening of the teaching-learning concept of body culture in the school curriculum. The methodological path involved resuming and deepening the critical analysis, in the bibliographical references on the conceptions of men, society, education, school, educational work, curriculum, and Physical Education that underlie the pedagogical propositions, advancing in the identification of the dynamics of the teaching-learning processes, seeking the contributions of historical-cultural psychology and historical-critical pedagogy on the process of transmission-assimilation of knowledge. As a result of the investigation of the propositions, we added the identification of the contradiction regarding the dynamics of the teaching-learning process, with regard to the internal articulations about what to teach, how to teach, when to teach and for whom to teach. In view of the results, we scientifically discuss the contributions of historical-cultural psychology and historical-critical pedagogy, regarding the dynamics of the teaching-learning process in the organization of pedagogical work that enables maximum human development. As conclusive syntheses, we highlighted: (a) the necessary criticism of Physical Education conceptions considering theories about teaching-learning and their contradictions with regard to dealing with knowledge in the school curriculum; (b) the identification of the limits of the propositions with regard to the internal articulation between what to teach, how to teach, for whom to teach, highlighting the limitations of the organizational logic of the dynamics between the teaching-learning processes; (c) explanations of the limits arising from theoretical options based on philosophical idealism and on the teaching-learning conception of human movement by human movement, which is expressed in a negative position in relation to the transmission-assimilation process of school knowledge, or that is, in the denial of teaching-learning of body culture knowledge in the school curriculum; (d) that the theory of Physical Education, with regard to the dynamics of the teaching-learning process, advances when it incorporates elements of historical-cultural psychology and historical-critical pedagogy regarding the teaching-learning process.