A EDUCAÇÃO FÍSICA NO ENSINO MÉDIO INTEGRADO A PARTIR DOS MARCOS LEGAIS:
da negação às possibilidades
Keywords:
Professional education, Integrated curriculum, Educational legislation, School Physical EducationAbstract
This study aims to analyze how Physical Education (PE) could be conceived in Integrated High School (IHS) at Federal Institutes, from the different brazilian legal documents, tensioned with the theoretical and conceptual assumptions that conceive it as a curricular component, integrated with the pedagogical project. For this, a qualitative, descriptive and documentary research was developed that, based on the legal frameworks, resorted to the hermeneutic perspective in order to comprehend the legal propositions for PE in IHS. The data indicate that work, science, technology and culture are understood as inseparable dimensions of human formation and need to be at the base of the educational proposals of the curricular components in IHS. Regarding to PE inserted in this educational modality, the knowledge of its specificity and its particularities should, whenever possible, be linked to other curricular components knowledge in at least three distinct dimensions, interdependent or not: with other knowledge in the field of languages; with other knowledge of the general training nucleus; with other knowledge of the technical-professional training area. Thus, we understand that it is fundamental for the teachers themselves to exercise pedagogical autonomy, because without investing in teaching protagonism, a public educational policy demanded by communities of specialists and/or by the collegiate bodies legitimately constituted by the Republic, can easily become meaningless and ineffective in educational contexts.
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