O conteúdo ginástica nos anos iniciais do ensino fundamental: realidade e possibilidades de avanços a partir de fundamentos da pedagogia histórico-crítica e da abordagem crítico-superadora da educação física

Abstract

This dissertation is the result of research carried out in the Laboratory of the Research Group on Physical Education, Sport and Leisure – LEPEL/UFBA and in the Laboratory of the Study and Research Group on Physical Education, Sport and Leisure – GEPEFEL/UCSal. The research production is located in the research line - Education, Body Culture and Leisure, of the Postgraduate Program in Education - PPGE at the Federal University of Bahia – UFBA. The problem concerns the determinations of neoliberalism in Brazilian educational policy and the limits imposed on the reality of teaching school content in general and, specifically, the denial of Gymnastics content in the early years of elementary school. The hypothesis raised and confirmed is that the teaching of gymnastics content in Physical Education in the early years of elementary school in the Northeast Region exposes limits and contradictions arising from the implementation of the BNCC and the State Curriculum Guidelines for Physical Education. in the investigation into the contributions of the Historical-Critical Pedagogical Theory and the Overcoming Critical Approach to the Teaching of Physical Education, for dealing with the content of gymnastics in the initial years of elementary school, based on the criticism of the State Curricular Guidelines for Physical Education of Northeast region of Brazil. The specific questions were the following: What are the BNCC guidelines on dealing with body culture content in general and in particular with gymnastics content in the early years of elementary school? What are the guidelines contained in the Curricular Guidelines of the nine States in the Northeast of Brazil regarding dealing with gymnastics content in the early years of elementary school? What are the contributions of the Historical-Critical Pedagogical Theory and the Critical-Overcoming Approach to Physical Education Teaching to face and overcome the contradictions present in the BNCC and in the Curricular Guidelines of the nine Northeastern States? .The general objective of the research was to present, after critical analysis of the BNCC, the Curricular Guidelines of 9 States, theoretical foundations based on Historical-Critical Pedagogy and the Critical-Overcoming Approach to Physical Education and, a propositional synthesis to guarantee dealing with the classic gymnastics content in public schools. The specific objectives were: (1) Criticism of the BNCC; (2) Criticizes the Guidelines; (3) Overcoming propositions in gymnastics teaching. The theoretical methodological basis consisted of the consideration of the Historical-Critical Pedagogical theory and the Critical-Overcoming Approach to the Teaching of Physical Education and its foundations. As research procedures, we carried out exploratory studies of the production of knowledge about Gymnastics based on LEPEL/FACED/UFBA, we delimited the primary sources, official documents on BNCC and on Curriculum Guidelines from 9 northeastern states. Secondary bibliographic sources, and production of knowledge relevant to the topic. We use our own bibliographic analysis procedures, assessment of knowledge production, analysis of official documents. The systematized data were analyzed, establishing links and relationships between the logical and its contingent historical determinations. The theoretical categories were: Reality/possibilities, contradictions, concrete totality. The content categories identified to meet the analysis process were: a) student conception/conception of human training; b) conception of Physical Education; c) the concept of gymnastics, d) the proposition of thematic units/contents of Physical Education; e) Gymnastics skills/ essential traits of General Gymnastics. The results of the research point to the observation of a proposal for teaching gymnastics in the early years of elementary school, based on an ahistorical, uncritical conception and based on a fragmented view of scientific knowledge, which is characterized by theoretical eclecticism and which is expressed in various schools of thought and approaches to Physical Education. In the final conclusions, they highlight that there are limits imposed when dealing with Gymnastics content that have been addressed by the Physical Education curricular area, as a proposal linked to the foundations of the BNCC, in the Curricular Guidelines of the 9 States in the Northeast region of Brazil. To overcome the identified limits by incorporation, there are possibilities of preparing a proposal for the BNCC and State Curricular Guidelines based on the foundations of a Historical-Critical Educational and Pedagogical theory and a Critical-Overcoming Approach to Physical Education, whose bases defend a formation of an omnilateral human being, based on dialectical logic, considering the need to raise the standard of body culture of male and female students, with a view to teaching that meets the historical need for human emancipation of the working class.