Conhecimento e análise da proposta curricular de Educação Física para o ensino fundamental da rede municipal de Horizonte

• Autor(a) principal: Silva, Erika Santos da
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• dARK ID: ark:/83112/001300000264h
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/35036
• topic: Sistematização curricular; Ensino Fundamental; Teorias do currículo

This research aims to analyze the curricular proposal of the area of ​​physical education for the basic education of the public network of the municipality of Horizonte - CE, based on the official document and the perceptions of physical education teachers. The research carried out has a qualitative and descriptive nature. The main instrument of data collection used for this study were the questionnaires applied with six effective teachers of the municipal network. Subsequently, these were analyzed with the aid of the data analysis technique. As a result, we can identify that all the participants of the research declared that the existence of a curriculum for Physical Education is important. Despite this, only one teacher declared knowing the existing curricular proposal, the others declared not to know it. In relation to the theoretical conception that guides the municipal curricular proposal we also identify five theoretical approaches present: critical overcoming, emancipatory criticism, cooperative games, cultural and constructivist. Regarding the progression and deepening of the contents described in the proposal, we identified a tendency to repeat content throughout educational levels. Another perceived fact through this study are the tensions and conflicts present in the curriculum construction, since different perspectives are presented in the document without due theoretical deepening. The study made it possible to understand that teachers favor the existence of a common curriculum in the network, but there is a lack of communication between the educational management, the school and the teachers, making it difficult to implement the curricular proposal.