Abordagem crítico-superadora: pesquisa bibliográfica em periódicos da área da educação física

• Autor(a) principal: Lima, Wanderson Pereira
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/9885
• topic: Pesquisa bibliográfica; Abordagem crítico-superadora; Educação física escolar; Bibliographic research; Critical-overcoming approach; School-based physical education; CIENCIAS HUMANAS::EDUCACAO

This study, carried out within the research area Foundations of Educational Processes, addresses the critical-overcoming approach in Physical Education and its developments as regards critical education and political engagement with public schools. Since its formulation in the early 1990s, this approach has become a major reference in Physical Education teacher education courses, in public exams on the topic, and as a recurrent object of study in research. By means of bibliographic research, this study focuses on the ways the critical- overcoming approach has been referred to in scientific articles published in Physical Education journals. The time frame spans from 1992, year in which the approach’s landmark book Metodologia do Ensino de Educação Física [Methodology of Physical Education Teaching] was published, to 2018, so as to identify how its theoretical and methodological premises, as well as its implications for the understanding of schools, have since developed. The study is grounded on works by Castellani Filho (1988), Vários Autores (2012), Ghiraldelli Júnior (1991), Góis Júnior (2003), Justo (2012), Silva (2013), and Saviani (2013a, 2013b). Results suggest that most articles reaffirm the principles of the critical-overcoming approach as far as commitment to critical education and public schools is concerned. Moreover, in addition to the approach’s endorsement, results indicate the need for an in-depth analysis of its theoretical framework and of the challenges facing the implementation of critical educational projects aimed at inherently contradictory relations between school and society.