Banca de DEFESA: PETRA SCHNNEIDER LIMA DOS SANTOS

The Production of Knowledge on Physical Education in the Federal Institutes of Education, Science and Technology in Brazil (2005-2022): realities, mediations, contradictions and possibilities for human development.

Federal Institute, Physical Education, Knowledge Production

This study's object of investigation was the Production of Knowledge about Physical Education at the Federal Institutes of Education, Science and Technology in Brazil (2015-2022). The central hypothesis of the work regarding the object is the retreat of epistemological and pedagogical theory, with regard to Physical Education inserted in the Federal Institutes of Education, Science and Technology and which continue to be the target of implementing policies that destroy public education and degrade the theoretical capacity of the working class, through the reform of secondary education and, that there is a dispute in the direction of human formation as it materializes in legislation, guidelines and curricular matrices, a problem that can be identifiable in the production of knowledge of theses produced in the period 2015- 2022. The objective was to identify, systematize and analyze the concrete reality of knowledge production, the mediations, contradictions and possibilities, faced with the implementation of the “new secondary education” in the production of knowledge about physical education, from the perspective of omnilateral human formation, placed in categories conception of human being/society, conception of Physical Education and theoretical-methodological approach expressed in theses on teaching Physical Education at the Federal Institutes of Education, Science and Technology. The specific objectives were to present the foundations of the epistemological and pedagogical basis present in the production of knowledge in the period 2015-2022 on Physical Education in Federal Institutes and to weave the overcoming criticism. The investigation was guided by the following problem: What is the reality placed in the categories conception of human being/society, conception of Physical Education and theoretical-methodological approach, expressed in the production of knowledge (theses) about teaching Physical Education in Federal Institutes of Education, Science and Technology and what are the possibilities that overcome the reality of the new secondary education? As a theory of knowledge, we use historical-dialectical materialism whose research method guides us from the concreteness of the object, in its phenomenal appearance, to grasp its historical movement and its current degree of development, with its historical determinations and its surpassing possibilities. . The investigation procedures were studies on the foundations of human formation in the ways of producing life, pedagogical theories and the production of knowledge in particular Physical Education, particularly related to Federal Institutes. We delimited as a source of empirical data the production of knowledge about Physical Education, expressed in dissertations and theses, at Federal Institutes, in the period 2015-2022. As an analysis instrument, we use Sanchez Gamboa's paradigmatic matrix, which establishes links and relationships between the question and the answer of an investigation, investigating ontological and historical foundations. Based on the analysis of the production of knowledge about Physical Education in Federal Institutes, in the period 2015-2022, and the analysis of the concrete situation of Federal Institutes that are subject to the implementation of the reform of the new secondary education, we are defending the thesis that there are possibilities for theoretical advances both in the production of knowledge about Physical Education, (epistemological basis), and pedagogical proposals for teaching physical education (pedagogical theory and critical approach to overcoming Physical Education) that face and overcome the contradictions of theoretical relegation, denial of knowledge, destruction of public education present in current educational policies.