Disciplinas eletivas nas escolas públicas estaduais de São Paulo: o que dizem os professores de educação física
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Data
2023-02-22
Autores
Bigella, Vitória
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Universidade Estadual Paulista (Unesp)
Resumo
O estado de São Paulo vem implantando, desde 2012, o Programa de Ensino Integral e tais mudanças trazem novas configurações para as políticas educacionais paulista. Em 2017 e 2018 foi outorgada a Base Nacional Comum Curricular (BNCC), estabelecendo as orientações gerais correspondentes ao conjunto de conhecimentos de referência que deverá ser desenvolvido em todo o território nacional. É neste contexto que o estado de São Paulo, assim como os outros estados do país, tiveram que alinhar suas políticas educacionais e proposições curriculares à BNCC. Dentre os diversos elementos que materializaram essas alterações, ganhou destaque em São Paulo, a implantação de um componente curricular, que já existia no PEI, para as escolas de ensino fundamental anos finais e ensino médio, denominado eletiva. Tal disciplina tem como característica envolver uma vinculação entre a realidade dos estudantes articulada com as habilidades previstas no currículo, trazendo para reflexão as expectativas de vida, sonhos, visualização para o futuro. Esta disciplina é realizada semestralmente com duas aulas semanais com duração de 45 minutos cada. O processo de definição dos temas desta disciplina se dá por um diálogo com os estudantes, identificando campos de interesse. Neste sentido, algumas interrogações se destacam: Quais temas têm sido demarcados por estas disciplinas que estão sendo ministradas por professores de Educação Física? Como estes assuntos evidenciam aproximações ou distanciamentos com as especificidades dos conhecimentos relativos à área da Educação Física? Quais reconfigurações correspondentes à identidade profissional e às concepções são evidenciadas? Assim sendo, os objetivos deste estudo são mapear e analisar as disciplinas eletivas, sob o ponto de vista de uma Professora especialista em currículo da Educação Física de uma determinada Diretoria de Ensino e de docentes de Educação Física de escolas públicas do estado de São Paulo. A expectativa é auxiliar na compreensão dessa atual reconfiguração, contribuindo para um melhor entendimento do campo e sinalizando para outros estudos. O presente trabalho respondeu algumas questões referentes à motivação, facilidades e dificuldades que os docentes, tanto de PEI quanto de Regular, enfrentam em sua jornada de trabalho, além do mapeamento dos temas trabalhados nas eletivas, onde encontramos 90% dos temas condizentes com a área de formação dos professores, portanto, com a área de EF, e uma inesperada igualdade no número de docentes de EF ministrando eletivas em PEIs e Regulares, mesmo com as diferentes dinâmicas de cada escola.
The state of São Paulo has been implementing, since 2012, the Integral Teaching Program and such changes bring new configurations to the educational policies of São Paulo. In 2017 and 2018, the National Common Curricular Base (BNCC) was granted, establishing the general guidelines corresponding to the set of reference knowledge that should be developed throughout the national territory. It is in this context that the state of São Paulo, as well as the other states in the country, had to align their educational policies and curricular propositions with the BNCC. Among the various elements that materialized these changes, the implementation of a curricular component, which already existed in the PEI, for elementary schools and final years and high school, called elective, gained prominence in São Paulo. This discipline has the characteristic of involving a link between the students' reality articulated with the skills provided in the curriculum, bringing to reflection life expectations, dreams, vision for the future. This discipline is held every six months with two weekly classes lasting 45 minutes each. The process of defining the subjects of this discipline is carried out through a dialogue with the students, identifying fields of interest. In this sense, some questions stand out: What themes have been outlined by these disciplines that are being taught by Physical Education teachers? How do these subjects show similarities or differences with the specificities of knowledge related to the field of Physical Education? What reconfigurations corresponding to professional identity and conceptions are evidenced? Therefore, the objectives of this study are to map and analyze the elective disciplines, from the point of view of a Professor specialized in the Physical Education curriculum of a certain Board of Education and of Physical Education teachers from public schools in the state of São Paulo. The expectation is to help in understanding this current reconfiguration, contributing to a better understanding of the field and signaling for other studies. The present work answered some questions regarding the motivation, facilities and difficulties that teachers, both PEI and Regular, face in their workday, in addition to mapping the themes worked on in the electives, where we found 90% of the themes consistent with the area of teacher training, therefore, with the PE area, and an unexpected equality in the number of PE teachers teaching electives in PEIs and Regulars, even with the different dynamics of each school.
The state of São Paulo has been implementing, since 2012, the Integral Teaching Program and such changes bring new configurations to the educational policies of São Paulo. In 2017 and 2018, the National Common Curricular Base (BNCC) was granted, establishing the general guidelines corresponding to the set of reference knowledge that should be developed throughout the national territory. It is in this context that the state of São Paulo, as well as the other states in the country, had to align their educational policies and curricular propositions with the BNCC. Among the various elements that materialized these changes, the implementation of a curricular component, which already existed in the PEI, for elementary schools and final years and high school, called elective, gained prominence in São Paulo. This discipline has the characteristic of involving a link between the students' reality articulated with the skills provided in the curriculum, bringing to reflection life expectations, dreams, vision for the future. This discipline is held every six months with two weekly classes lasting 45 minutes each. The process of defining the subjects of this discipline is carried out through a dialogue with the students, identifying fields of interest. In this sense, some questions stand out: What themes have been outlined by these disciplines that are being taught by Physical Education teachers? How do these subjects show similarities or differences with the specificities of knowledge related to the field of Physical Education? What reconfigurations corresponding to professional identity and conceptions are evidenced? Therefore, the objectives of this study are to map and analyze the elective disciplines, from the point of view of a Professor specialized in the Physical Education curriculum of a certain Board of Education and of Physical Education teachers from public schools in the state of São Paulo. The expectation is to help in understanding this current reconfiguration, contributing to a better understanding of the field and signaling for other studies. The present work answered some questions regarding the motivation, facilities and difficulties that teachers, both PEI and Regular, face in their workday, in addition to mapping the themes worked on in the electives, where we found 90% of the themes consistent with the area of teacher training, therefore, with the PE area, and an unexpected equality in the number of PE teachers teaching electives in PEIs and Regulars, even with the different dynamics of each school.
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Palavras-chave
Eletivas, São Paulo, Escolas públicas, Educação Física, Ensino integral, Electives, Public schools, Comprehensive teaching