O trabalho do professor de educação física: análise do currículo paulista à luz da Pedagogia Histórico-Crítica
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Data
2020-11-27
Autores
Andrade, José Milton Azevedo [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O objetivo deste estudo foi analisar o trabalho do professor de Educação Física circunscrito nas orientações pedagógicas do currículo oficial paulista a partir dos fundamentos da pedagogia histórico-crítica, a qual tem como inspiração as elaborações marxianas sobre o trabalho, uma das categorias fundantes dessa pedagogia. Com o respaldo teórico-metodológico do materialismo histórico-dialético, desenvolvemos uma pesquisa teórica e documental analisando como o trabalho do professor de Educação Física se caracteriza em determinados documentos oficiais, priorizando as discussões com a Base Nacional Comum Curricular e, em especial, com o currículo oficial do estado de São Paulo. Desse modo, verificamos que o trabalho do professor de Educação Física nesses documentos configura-se de forma negativa, devido ao alinhamento ideológico com as chamadas pedagogias do “aprender a aprender”, cujas proposições conduzem à desvalorização do saber elaborado e do trabalho educativo reforçando o pragmatismo alienado da sociedade capitalista. Em contraposição ao esvaziamento da escola defendido pelo lema “aprender a aprender”, presente nas orientações estabelecidas nos documentos oficiais, a tese buscou na pedagogia histórico-crítica a alternativa condizente com a formação humana omnilateral, portanto, uma perspectiva contra-hegemônica para a Educação Física escolar, tendo como referência a socialização dos conteúdos clássicos, sendo que tal atividade se dá por meio do processo de transmissão-assimilação, isto é, o trabalho educativo.
The goal of this study was to analyze the role of the Physical Education teacher circumscribed in the pedagogical guidelines of the official São Paulo curriculum based on the foundations of historical-critical pedagogy, which is inspired by Marxian elaborations on labor, one of the founding categories of such pedagogy. With the theoretical and methodological support of historical-dialectical materialism, we developed a theoretical and documentary research analyzing how the role of the Physical Education teacher is characterized in certain official documents, prioritizing discussions with the Common Curricular National Base and, in particular, with the official curriculum of the state of São Paulo. Thus, we verified that the role of the Physical Education teacher in the said documents is configured in a negative way, due to the ideological alignment with the so-called “learning to learn” pedagogies, whose propositions lead to the devaluation of the elaborated knowledge and the educational work reinforcing the alienated pragmatism of the capitalist society. In contrast to the emptying of the school defended by the motto “learning to learn”, present in the guidelines established in the official documents, the thesis sought in the historical-critical pedagogy the alternative consistent with the omnilateral human formation, therefore, a counter-hegemonic perspective for Physical Education in schools, having as reference the socialization of classic contents, and this activity occurs through the transmission-assimilation process, that is, the educational work.
The goal of this study was to analyze the role of the Physical Education teacher circumscribed in the pedagogical guidelines of the official São Paulo curriculum based on the foundations of historical-critical pedagogy, which is inspired by Marxian elaborations on labor, one of the founding categories of such pedagogy. With the theoretical and methodological support of historical-dialectical materialism, we developed a theoretical and documentary research analyzing how the role of the Physical Education teacher is characterized in certain official documents, prioritizing discussions with the Common Curricular National Base and, in particular, with the official curriculum of the state of São Paulo. Thus, we verified that the role of the Physical Education teacher in the said documents is configured in a negative way, due to the ideological alignment with the so-called “learning to learn” pedagogies, whose propositions lead to the devaluation of the elaborated knowledge and the educational work reinforcing the alienated pragmatism of the capitalist society. In contrast to the emptying of the school defended by the motto “learning to learn”, present in the guidelines established in the official documents, the thesis sought in the historical-critical pedagogy the alternative consistent with the omnilateral human formation, therefore, a counter-hegemonic perspective for Physical Education in schools, having as reference the socialization of classic contents, and this activity occurs through the transmission-assimilation process, that is, the educational work.
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Trabalho educativo, Educação Física, Pedagogia Histórico-Crítica, Currículo paulista, Educational work, Physical Education, Historical-Critical Pedagogy, São Paulo curriculum