Formação de professores de Educação Física no Brasil: defesa da formação unificada e a resistência ativa propositiva frente as políticas curriculares ultraneoliberais

Abstract

This thesis focuses on the initial training of Physical Education teachers in Brazil. It examines the current situation of initial teacher education programs in Physical Education in light of the prevailing ultra-neoliberal curricular guidelines and analyzes how organized sectors (scientific-academic and professional entities) engage in proactive active resistance and confrontation to consolidate proposals for unified and expanded teacher education programs. The study is based on the hypothesis that the ongoing curricular reforms, as expressed in recent legal frameworks, represent a historical setback, whereas the most advanced positions are those grounded in Marxist critical theories, such as Historical-Dialectical Materialism, Historical-Critical Pedagogy, and the Critical-Overcoming Theory of Physical Education. The objective of the investigation that culminated in this doctoral thesis is to examine and analyze proposals for the initial training of Physical Education teachers in Brazil developed by organized sectors (scientific-academic and professional entities) that carry out active resistance aimed at consolidating proposals for unified and expanded teacher education from a critical-overcoming perspective. The research is bibliographical and documentary in nature and was developed in five stages: (1) a bibliographical study on the history of Physical Education in teacher education; (2) documentary analysis of the legal frameworks guiding Physical Education teacher education; (3) a review of the production of knowledge on Physical Education teacher education and the defense of unified training, based on the work of the LEPEL/FACED/UFBA research groups on teacher education in general and Physical Education teacher education; (4) documentary analysis of the confrontational actions of entities engaged in active resistance and contesting Physical Education teacher education policies, namely ANFOPE, FORLIA, MNCR, CBCE, and the Committee Against the Current Physical Education DCNs; and (5) mapping of Physical Education programs that have already restructured their curricula in accordance with Resolution CNE/CES No. 06/2018, based on research conducted on the Ministry of Education’s e-MEC website, and analysis of program proposals aligned with the positions defended by entities of proactive active resistance. The study concludes that: (1) the movement of proactive active resistance is carried out by organic intellectuals of the working class; (2) the entities confronting the current ultra-neoliberal curricular policies expressed in the Physical Education DCNs are developing critical-overcoming proposals for curricular pedagogical projects from the perspective of unified and expanded education; (3) the foundations of these proposals lie in Marxist critical theories (Historical-Dialectical Materialism), Historical-Critical Pedagogy, and the Critical-Overcoming Theory of Physical Education, whose object of study is corporal culture; and (4) contemporary insertion in the class struggle occurs through the dispute over teacher education projects in general, and Physical Education teacher education in particular, related to the maintenance or overcoming of capitalism—that is, Physical Education beyond capital.