EDUCAÇÃO FÍSICA NO ENSINO MÉDIO: possibilidades de produção de saberes e habitus?

Abstract

This dissertation, which integrates the research line of Education, Society and Culture, aimed to investigate whether the Physical Education (PE) in High School (HS) produces systemized knowledge and if it can be considered legitimate cultural dispositions, become internalized as habitus. It is considered a relevant subject although it is little explored according to CNPq/ Capes data and 2000/2010 RBCE articles. Studies on culture and education, knowledge and school practice have stimulated new points of views towards Physical Education, changing the representations of PE as a recreational activity, a sportive training and cult of the body. Based on the assumption that Scholar Physical Education (SPE) does not restrict to a historical-military-hygienist trend of body training and discipline, affirmed that she is produced systemized knowledge and cultural practices integrated to knowledge from others disciplines and the curriculum activities. This research is based on a critical-qualitative methodology of investigation and it is structured by a theoretical and documental corpus (LDBEN 1996; PCNs 1999; PPP s; Bourdieu 1983; Tardif 2010; Castellani Filho 2010; Guiraldelli Júnior 2001; Perrenoud 1997, among others) and by an empiric corpus (non participant observation of the classes and a semi-structured questionnaire answered by 6 teachers and 252 students) of three schools from Goiânia that have High School level were chosen for this study (Federal, state and private schools). Significant data was revealed by theoretical references. All teachers attribute to High School Physical Education a major role of acquisition/production/systematization of knowledge and deconstruction of alienation, body culture and existence. The students of A-PF and C-PE School affirmed that the role of PE is related to body care/health promotion as well as relaxation/leisure/enjoyment; however the students of B-Part. School said does not make sense for them. As for the systemized knowledge produced, the teachers itemized the following topics: 1)motor coordination: human being growth and development of kinesthetic abilities; 2)social aspects linked to human existence; and 3)cultural aspects: a lot of knowledge resulting from social contexts. The students said: 1)the body, practices of physical activities and health; 2)learn how to work in groups, know how to live with others in a sympathetic and pleasant way; and 3)the basis and the rules of sport modalities. Regarding the cultural dispositions incorporated as habitus, on one hand, the teachers stated the following topics: 1)tolerance and respect to diversity; 2) sociability: group work, cooperation and competitiveness; and 3)contextualization of practice. On the other hand, the students related three items: 1)learn how to work in groups, know how to live with others in a sympathetic and pleasant way; 2)body and health care; and 3)the body, practices of physical activities and health. Can be verified that there are significant data and concerning differentiation between systemized knowledge and incorporate habitus, according the teachers and students´ voices. The data reveals that despite the social and cultural limits of the contemporary reality, the teachers and the students create and recreate, in this research, possibilities and progresses towards a scholar education that leads to citizenship, criticism and human emancipation in High School Physical Education classes.