Banca de DEFESA: LUCIANO SOARES DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LUCIANO SOARES DA SILVA
DATE: 01/02/2024
TIME: 14:00
LOCAL: Campus Arapiraca
TITLE:

The teaching of Physical Education in the Basic Education Curriculum in countryside schools in the territoryof Agreste de Alagoas

KEY WORDS:

Teaching Body Culture; Rural Education; Pedagogical Political Project; Curriculum

PAGES: 123
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

The present work, which has as its object of study the teaching of Physical Education in the basic education curriculum in rural schools in the territory of Agreste de Alagoas, is part of the line of research on pedagogical practices and teaching, of the Postgraduate Program strictu sensu degree in Teaching and Teacher Training – PPGEFOP –, from the Federal University of Alagoas – UFAL, Campus Arapiraca. It is characterized as a documentary, bibliographical research with content analysis, based on Historical-dialectical Materialism as a theory of knowledge that seeks to explain reality based on rigorous scientific criteria, starting from the appearance of the phenomenon until reaching its most advanced stage of development. The problematization is limited to schools “in” and “in” the countryside that, in addition to being subject to closure processes, there are indicators of denial of classic content in school curricula. The hypothesis we raise is that the curricula of rural schools in Agreste de Alagoas form an education that denies school content, and is shaped by curricular guidelines referenced in the pedagogies of “learning to learn”, in the pedagogy of skills, in the approach to “physical fitness and health”, which seek to prepare individuals exclusively to work in the job market, disregarding access to classical knowledge historically produced by humanity and which enables the full development of human capabilities. The problem of the study concerns the teaching of classical contents of arts, philosophy and sciences, which are being denied in schools in general and, in particular, in rural schools, among them, the contents of body culture. The questions to be answered were the following: (a) How many and what are the schools in/in the countryside in the Agreste of Alagoas? (b) What are the national, state and municipal curriculum guidelines that guide school curricula? (c) What are the pedagogical theories that support such guidelines, what are the limits and what are the overcoming possibilities based on historical-critical pedagogy and the critical-overcoming approach to teaching Physical Education? The general objective was to analyze how the teaching of Physical Education is organized in the documents that guide the Basic Education curriculum in rural schools, in Agreste de Alagoas. The following specific objectives arose from this general objective: I- Identify the pedagogical trends in Education and Physical Education that underlie the curricula of schools in/in the countryside, in the Agreste of Alagoas; II- Discuss the concepts of curriculum, school, society and subject present in national, state and municipal curriculum guidelines; III- Check how the Physical Education teaching syllabus are exposed in the analyzed documents. As a scientific procedure for delimiting sources for data collection, we used the following inclusion criteria: a) municipalities that have Curricular References; b) schools in/in the countryside that concentrate the final years of Elementary Education. Therefore, elementary schools (initial years) were excluded from the research, as well as those located in urban areas. Considering the aforementioned criteria, we found that, among the 14 (fourteen) municipalities that make up the Territory of Agreste de Alagoas, only the public education network of São Sebastião has a curricular reference, on which our research is spatially delimited. The data found will be discussed taking into account the historical-critical pedagogical theory and the overcoming critical approach to teaching Physical Education.

COMMITTEE MEMBERS:
Interno(a) - 2079072 - ADELMO FERNANDES DE ARAUJO
Presidente - 1130452 - CELI NELZA ZULKE TAFFAREL
Externo(a) à Instituição - IRINALDO DEODATO SILVA
Interno(a) - 1692137 - JOELMA DE OLIVEIRA ALBUQUERQUE