Physical education in the context of the new high school: translations and potentialities

• Grant number: 22/06919-5
• Support Opportunities: Improvement in Public Education Program
• Start date: February 01, 2023
• End date: January 31, 2027
• Field of knowledge: Humanities - Education - Curriculum
• Agreement: Secretaria de Educação do Estado de São Paulo
• Principal Investigator: Marcos Garcia Neira
• Grantee: Marcos Garcia Neira
• Host Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Associated researchers: Clayton Cesar de Oliveira Borges ; Marco Antonio Coelho Bortoleto ; Mônica Caldas Ehrenberg
• Associated research grant(s): 23/08342-0 - Intervention programme to improve the promotion of school success in Physical Education, AP.R SPRINT
• Associated scholarship(s): 24/12897-0 - Physical Education in the context of the New High School: translations and potentialities, BP.EP; 23/10494-2 - Physical education in the context of new high school: translations and potentialities, BP.EP; 23/09888-6 - Physical education in the context of the new high school: translations and potentialities, BP.EP

Abstract

The curriculum reorientation movement that Physical Education has been experiencing since the last decade of the last century has had little influence on high school curricula. Recent research points to the permanence of an obsolete teaching that is disconnected from the current social function of the school, which disregards the insertion of the component in the area of Languages and its Technologies. Meanwhile, in search of greater alignment with contemporary demands, research carried out in Early Childhood and Elementary Education institutions produced the component's cultural curriculum theory. Centered on the body culture accessed by the school community, the so-called "cultural curriculum" problematizes the modes of regulation that permeate body practices, understood as cultural texts capable of reading and meaning. Although this conception is present in official documents such as the BNCC and the Currículo Paulista, practically little is known about its possibilities in high school. The characteristics of this stage, especially in the context of the current reform, require much more than the simple transposition of a proposal conceived in the early years of Basic Education. Therefore, this action research aims to identify specificities of cultural curriculum theory when translated into the context of practice in the High School stage. Therefore, it intends to immerse in the public school of São Paulo and, in a collaborative way with its professionals and students, produce and analyze curricular experiences that make possible the recreation of the proposal, considering the curricular organization by area and the training itineraries. The accumulated records of this process, the documents collected, the transcript of narrative interviews and discussion groups will be analyzed based on the post-structuralist framework. With the present study, it is expected to advance in the production of knowledge about the New High School, subsidizing the pedagogical work with the knowledge of body culture in curricula organized by area, as well as producing innovations for the curricular field of Physical Education. (AU)