Educação física escolar e linguagem: as descontinuidades e transformações nas políticas curriculares
The explanation of the dialogues between Physical Education at school and language gain prominence in the context of re-signification of the area from the 1980s and 1990s. This reconduction of the area was mobilized by the incorporation of different epistemic understandings, while criticizing the tr...
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| Formato: | doctoralThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/57890 |
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| Resumo: | The explanation of the dialogues between Physical Education at school and language gain prominence in the context of re-signification of the area from the 1980s and 1990s. This reconduction of the area was mobilized by the incorporation of different epistemic understandings, while criticizing the trends in Physical Education linked, almost exclusively, to the field of biological and health sciences. This scenario, combined with the country's redemocratization context, mobilized the construction of curriculum policies for Basic Education, crossed by power relations that remained in tension in the construction of different curriculum documents at the national level. Thus, our objective is: to understand the epistemological itineraries of language concepts in the discourses of the National Curriculum Policies for Basic Education with regard to Physical Education at school, from the 1980s onwards. , in view of our concerns with cultural meanings, in view of the power relations involved in the construction of documents that express these curricular policies, namely: the National Curriculum Parameters of Physical Education for Elementary School I and II; the National Curriculum Parameter for Secondary Education – language area; and the Common National Curriculum Base. In these documents we find the presence of different streams of thought about language, with psychomotricity, phenomenology based on Merleau-Ponty, structuralist semiotics, Peircean semiotics, Habermas's communicative action, body expression with language and multiliteracy. In this sense, these documents point to different paths and transformations that occurred in relation to the notions about language used in these curricular policies. These deviations harm the understanding of Physical Education in the area of language, mobilizing few theoretical elements that justify this relationship. In this sense, the area needs to strengthen the debate on the relationship between school Physical Education and language, aiming at curricular policies, towards strengthening the debate and deepening the theory on the subject. |
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