Educação Física na Educação Infantil: da BNCC à Pedagogia Histórico-Crítica
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2024-01-11
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Universidade Estadual Paulista (Unesp)
Resumo
A Educação brasileira, em todos os níveis da Educação Básica, vem sofrendo forte influência de políticas públicas neoliberais que atendem prioritariamente aos interesses do mercado. Essa influência começa pela formação dos(as) professores(as), nos cursos de graduação, e perdura até a atuação deles nas escolas públicas, quando as políticas de formação de professores estão alinhadas com as políticas educacionais, tornando o ensino cada vez mais superficial. A Educação Física na Educação Infantil está sustentada por documentos normativos que direcionam a sua prática. Esta pesquisa teve como objetivo analisar a Educação Física na Educação Infantil considerando as políticas públicas, Lei nº 9.394/1996 (BRASIL, 1996), o Referencial Curricular Nacional para a Educação Infantil (BRASIL, 1998), as Diretrizes Curriculares Nacionais para a Educação Infantil (BRASIL, 2010) e a Base Nacional Comum Curricular (BRASIL, 2017) juntamente com a análise dos documentos norteadores do município, a Orientação Curricular da Educação Infantil (RIO CLARO, 2016a), a Proposta Curricular da Educação Física (RIO CLARO, 2016b) e as entrevistas com dez professores(as) de Educação Física que lecionam na Educação Infantil na rede municipal de Educação do município de Rio Claro-SP, à luz da Pedagogia Histórico-Crítica, para o desenvolvimento da Educação das crianças das escolas públicas. Para a compreensão da problemática enunciada, foram estudados dialeticamente, e por meio do materialismo histórico dialético, a história da Educação Infantil, retecendo o percurso histórico na tentativa de ir além da visão superficial, “as aparências”, do fenômeno. A partir das políticas públicas estudadas dos documentos norteadores municipais e das entrevistas analisadas, podemos considerar que a Educação sofre grande influência de políticas públicas hegemônicas advindas das classes dominantes para a manutenção da organização social proveniente do sistema capitalista de produção. Verificou-se nas repostas dos docentes que ainda há uma falta de clareza sobre como se deu o processo de constituição das políticas públicas para a Educação e de como isso interfere no trabalho dos agentes desse processo direcionando suas concepções ora no conceito de trabalho, ora em sua visão de hegemonia, ora em sua percepção da totalidade. Nesse sentido, a Pedagogia Histórico-Crítica se mostra como uma valorosa teoria para que sejam desenvolvidas propostas significativas na Educação Infantil para os filhos da classe trabalhadora.
Brazilian education at all levels of basic education has been under strong influence of neoliberal public policies that prioritize the interests of the market. This influence starts from the training of teachers in undergraduate courses until their entry in Brazilian public schools, when teacher training policies are aligned with educational policies, making the education increasingly superficial. Physical Education in Early Childhood Education is supported by normative documents that guide its practice. This research aimed to analyze Physical Education in Early Childhood Education, considering public policies, Law no. 9,394/1996 (BRAZIL, 1996), the National Curricular Reference for Early Childhood Education (BRAZIL, 1998), the National Curriculum Guidelines for Early Childhood Education (BRAZIL, 2010) and the National Common Curricular Base (BRAZIL, 2017). Along with the analysis of the guiding documents of the municipality, the Curricular Orientation of Early Childhood Education (RIO CLARO, 2016a), the Curricular Proposal of Physical Education (RIO CLARO, 2016b) and the interviews with ten Physical Education teachers who teach in Early Childhood Education in the municipal network of Education of the municipality of Rio Claro-SP, in the light of Historical Critical Pedagogy, for the development of Education of children from public schools. To understand the stated problem, the history of Early Childhood Education was studied through dialectical historical materialism, retracing the historical path in an attempt to go beyond the “obvious” and superficial view of the phenomenon. From the public policies studied, the municipal guiding documents and the interviews analyzed, we can consider that Education suffers a great influence of hegemonic public policies coming from the dominant classes for the maintenance of the social organization derived from the capitalist system of production. It was verified in the teachers' answers, that there is still a lack of clarity about how the process of public policies creation for Education took place and how this interferes in the work of its agents, directing their conceptions either of work, their vision of hegemony, or the perception of totality. In this sense, Historical Critical Pedagogy shows itself as a valuable theory for developing meaningful proposals in Early Childhood Education for the children of the working class.
Brazilian education at all levels of basic education has been under strong influence of neoliberal public policies that prioritize the interests of the market. This influence starts from the training of teachers in undergraduate courses until their entry in Brazilian public schools, when teacher training policies are aligned with educational policies, making the education increasingly superficial. Physical Education in Early Childhood Education is supported by normative documents that guide its practice. This research aimed to analyze Physical Education in Early Childhood Education, considering public policies, Law no. 9,394/1996 (BRAZIL, 1996), the National Curricular Reference for Early Childhood Education (BRAZIL, 1998), the National Curriculum Guidelines for Early Childhood Education (BRAZIL, 2010) and the National Common Curricular Base (BRAZIL, 2017). Along with the analysis of the guiding documents of the municipality, the Curricular Orientation of Early Childhood Education (RIO CLARO, 2016a), the Curricular Proposal of Physical Education (RIO CLARO, 2016b) and the interviews with ten Physical Education teachers who teach in Early Childhood Education in the municipal network of Education of the municipality of Rio Claro-SP, in the light of Historical Critical Pedagogy, for the development of Education of children from public schools. To understand the stated problem, the history of Early Childhood Education was studied through dialectical historical materialism, retracing the historical path in an attempt to go beyond the “obvious” and superficial view of the phenomenon. From the public policies studied, the municipal guiding documents and the interviews analyzed, we can consider that Education suffers a great influence of hegemonic public policies coming from the dominant classes for the maintenance of the social organization derived from the capitalist system of production. It was verified in the teachers' answers, that there is still a lack of clarity about how the process of public policies creation for Education took place and how this interferes in the work of its agents, directing their conceptions either of work, their vision of hegemony, or the perception of totality. In this sense, Historical Critical Pedagogy shows itself as a valuable theory for developing meaningful proposals in Early Childhood Education for the children of the working class.
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Palavras-chave
Educação Física, Educação infantil, Políticas públicas, Histórico-Crítica
Como citar
OLIVEIRA, Tássia Bianca. Educação Física na Educação Infantil: da BNCC à Pedagogia Histórico-Crítica. Orientador: Luciene Ferreira da Silva. 2024. 109p. Dissertação (Mestrado Profissional em Educação Física em Rede Nacional – ProEF) – Faculdade de Ciências, Universidade Estadual Paulista "Júlio de Mesquita Filho", Bauru, 2024. Disponível em: https://hdl.handle.net/11449/254221. Acesso em: 18 de mar. 2024