A tematização e a problematização no currículo cultural da educação física
SANTOS, I. L. Theming and questioning in the cultural curriculum of physical education. 2016. 299 f. Tese (Doutorado) -Faculdade de Educação, Universidade de São Paulo, São Paulo, 2016. With the recent changes in the world social conjuncture, the Brazilian education has been called to answer to new challenges. In this context, the cultural curriculum of physical education, inspired by the post-critical theories, emerges as an alternative to the totalizing curricular proposals, we are willing to
... , we are willing to collaborate in the formation of critical citizens and to build a more democratic society and responsive to differences. The goal is to analyze with a group of teachers who work in this perspective as they weave the didactic actions of theming and questioning, as well as the possibilities of empowerment for new tessituras. This qualitative approach research twined to the following data output devices: discussion groups, participant observation and interviews. The analyzes carried out by the hermeneutic criticism revealed that the theming of corporal practices constitutes an important cultural policy strategy, creating effects counterhegemonic in the school curriculum. In the cultural curriculum of physical education, the teaching contents are not defined a priori planning as result of dialogical relationship between the subjects participating in the educational process. From "triggers elements" and "provocative elements," the questioning weaves theming, allowing the curriculum in action takes on a rhizomatic character. The more you problematize, the greater the chances of theming remain attentive to symbolic setting process, given the intensification of the movement of discourse on bodily practices and their representatives. Under these circumstances, didactic actions of teachers are continually (re)centered, put on "becoming". While vector intends deconstruction, the strategy allows us to expand the possibilities of signification; suspends the regimes of truth in which the meanings operate on different times and contexts; update the subject's relationship with himself and the world, increasing the production of new problems and concepts. However, at certain times, the problematizations do not follow to arche/genealogical exercises of corporal practices, or even come to be apart from the events related to the themed events and the voice of the subjugated subject. We recognize that counter-hegemonic thrusts of cultural proposal of physical education cannot escape from the marks left by the school machinery. In this context, in order to the differences to be able to assert themselves, the curriculum acting requires facing teachers who position themselves politically against the several power networks that are established in schools and in the wider society and sometimes tensioning to close in hegemonic identities.