A estruturação curricular da educação física em uma escola cooperativa

Abstract

Seeking to understand how a curriculum is constructed within a school seems to be a relevant aspect that could contribute to physical education in schools. This research is a case study based on a private school founded in 1994 which, based on the interest and initiative of its physical education teachers, created and adopted, in 2011, a Physical Education curriculum that includes various contents, themes, and activities to be taught, addressing the theoretical, historical, and sociocultural aspects of physical practices and, before competition, the appreciation of factors such as cooperation and integration in sport. Thus, the objective of this study was to analyze the process of constructing and implementing the Physical Education curriculum of a private cooperative school in the school system of the city of São Carlos, São Paulo. The research was qualitative in nature and used semi-structured interviews with four Physical Education teachers from the school who participated in the process of creating and implementing the curriculum, as well as documentary analysis of meeting minutes related to the period in question, for data collection. The data analyzed led to the creation of four categories of analysis, namely: a)Physical Education building a new role in school, in which we highlight the main aspects that an updated view of the discipline should value for a rich and diverse approach; b) What to teach in each teaching cycle and how to approach the content, in which we discuss the main content and topics to be taught in each teaching cycle; c) Relationship with guiding and reference curricula, in which the teachers interviewed commented on the theoretical references of the discipline and especially on those that influenced the analyzed curriculum structure; d)“External” conditions and interdisciplinarity, in which we analyze important aspects to be taken into consideration beyond the content addressed, aspects that are important to assist in the success of a curriculum project. Thus, based on the research conducted, we identified that a diversified and pluralistic approach, which values specificities, interdisciplinarity, practical aspects, and theoretical aspects, is the most appropriate path to achieve Physical Education that fulfills its objective of developing critical individuals through the culture of physical movement. In addition, we highlight the importance of addressing, in future work with other possible study methodologies, the theoretical references present within the area and the implementation of thematic units and content for all cycles of basic education, from early childhood education to high school.