Estudo das ações docentes de Educação Física do ensino médio integrado ao técnico pós-BNCC de uma rede de ensino municipal da Grande São Paulo

Abstract

The Brazilian educational system has undergone significant reforms, particularly with Law n.º 13,415/2017, which restructured the curricula of the New Upper Secondary Education and emphasized professional and technical training to the detriment of general basic education. Physical Education, integrated into the National Common Core Curriculum (BNCC), faces the challenge of maintaining its pedagogical relevance amid this shift toward technical and professional education. The way educators interpret and implement these legislative changes is essential for the development of Physical Education within Integrated Upper Secondary Education with Technical and Vocational Training programs, a distinctive stage of basic education, highlighting the importance of pedagogical practices that balance comprehensive and specialized education. Thus, the present study aims to analyze how Physical Education teachers at this educational stage have dealt with legislative changes that have impacted their pedagogical practices within the curricular component. The research adopts a qualitative approach, focusing on understanding the perceptions, experiences, and strategies of Physical Education teachers working at this distinctive stage in a municipal education network (an autonomous public foundation) located in the Greater São Paulo region. The data collection instruments included: (a) documentary analysis of the Teaching Work Plan used to guide teaching practice; (b) a questionnaire administered to the nine Physical Education teachers working in the educational network under study; and (c) field diaries containing transcribed records from a Mini Pedagogical Training Program organized by the teacher-researcher in collaboration with the participating teachers. The collected data were analyzed using content analysis techniques, allowing for thematic categorization into the following categories: 1: Understandings of the National Common Core Curriculum and its relationship with the Teaching Work Plan; 2: The described Teaching Work Plan and teaching practice reality; 3: Learning assessment and student engagement; and 4: School projects and the participation of Physical Education. The study analyzed the pedagogical practices of Physical Education teachers in Integrated Upper Secondary Education with Technical and Vocational Training in light of the changes resulting from the National Common Core Curriculum and the New Upper Secondary Education reform. The main findings reveal a scenario of curricular weakening of the component, marked by reduced instructional time, structural limitations, and difficulties in curricular integration, but also by teaching strategies of adaptation, resistance, and pedagogical reinvention. The importance of continuing professional development spaces and collaborative pedagogical resources—such as the educational booklet developed in this study—is also highlighted as essential for strengthening Physical Education from the perspective of comprehensive human development.