Educação Física Escolar S.A.: desconstruindo o discurso neoliberal

• Autor(a) principal: Novaes, Renato Cavalcanti
• Data de Publicação: 2021
• Outros Autores: [e-mail]
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/16901
• topic: Base Nacional Comum Curricular; School physical education; Curriculum; Politics; Neoliberalism; Educação física escolar; Currículo; BNCC; Política; Neoliberalismo; Educação física (Ensino fundamental); Educação física – (Ensino médio); Escolas - Currículos; CIENCIAS DA SAUDE::EDUCACAO FISICA

This work has as its premise the hypothesis that the curriculum of school subjects in recent decades has been undergoing a process of change in which external forces, characterized by political and commercial interest groups, overlap with internal ones, composed of academic traditions. The term curriculum is used as a concept which is not restricted to regulatory documents, but to all aspects crossing the school space-time and related to the broader sociopolitical, historical, economic, and cultural reality. School curricula, therefore, are aligned with a neoliberal discourse which is not reduced to an economic regime, as it covers all aspects of life, which is re-signified by the market reason. Considering that school Physical Education fits this paradigm, the aim of this thesis is to investigate the process of curriculum change in this school subject in which a neoliberal rationality is responsible for establishing the norms for a new sense of curriculum, based mainly on marketing references. To this end, it is divided into four complementary chapters presented in the form of an article. The first chapter highlights the background of a neoliberal ‘government’ that focuses on the Physical Education curriculum through the Common National Curriculum Base (BNCC) for Elementary Education. The second chapter investigates the relationship between Physical Education and “philanthrocapitalism”, a strategy of market intervention in the public sector. It analyzes and denaturalizes a neoliberal narrative produced by a philanthropic institution that operates in this school discipline, the “Impulsiona Team”, by propagating performative, sporting, uncritical, technocratic and neo-hygienic ideals. The third chapter discusses the inclusion of Physical Education in the National Textbook Plan (PNLD) in the years 2019 and 2020 after the approval of teacher manuals in this program. It demonstrates, through the analysis of the biggest Physical Education collection in the PNLD, how these manuals embody neoliberal curriculum reforms by adopting scripting strategies aligned with the BNCC. The fourth and last chapter resumes the discussion on the meaning of the BNCC curriculum which propagates in other curricular devices in Physical Education and that manufactures performatic and cosmopolitan subjectivities. Therefore, this chapter reflects on the possibilities of liberation in favor of a non-essentialist and non-salvationist Physical Education or, as we prefer it, an affirmative curriculum for a non-fascist Physical Education. Based on the picture presented, this thesis argues that school Physical Education is inserted in a transition process in which the neoliberal discourse crosses its curriculum and takes hold of the concept of this school subject.