Ensino do esporte na educação física escolar a partir da abordagem crítico-superadora

Abstract

The present research has as its object the teaching of sport in school Physical Education from the critical-overcoming approach. It starts from the need to dispute the directions of Brazilian Physical Education. We found that we have predominantly present in the educational work in Physical Education hegemonic approaches to teaching sport that can be grouped in the so-called theories of learning to learn. These carry conceptions of society, education, school and Physical Education aligned with the so-called business reformers of education, a result of the process of globalization of education and the globalization of capital. In addition, they carry a concept of naturalizing and biologizing sport, which limits the treatment with this phenomenon to its phenomenal appearance, tied to the form of sports modalities. Faced with these problems, our objective is to present theoretical-methodological contributions that allow us to advance in the teaching of sport towards the development of the theoretical thinking of students from Brazilian public schools, especially with regard to the pole content which is present in the pedagogical planning through the content-form-receiver triad. Therefore, we defend the following thesis: the teaching of sport in its classical and scientific form resulting from the systematization of universal knowledge produced by humanity located in the universe of body culture, having as reference the historical-critical pedagogy, the historical-cultural psychology and the critical- overcoming approach, can contribute, together with the other curricular subjects, for the development of the theoretical thinking of the school subjects. This process contributes to the realization, interpretation, understanding and explanation of sport as a social practice, considering its contents (what to teach?), its most appropriate ways of teaching (how to teach?) and the receiver of knowledge (who to teach?). To arrive at this thesis, we base ourselves on references anchored in the following theories: in the historical-dialectical materialist method as a theory of knowledge, in the historical-critical pedagogy and in the historical-cultural psychology as theories that support the educational work and its relationship with development and in the critical-overcoming approach as an approach to teaching body culture at school. We used the analysis of categories in works referenced in the aforementioned theories to support the research, of a theoretical nature. These were divided into categories of analysis (school contents, knowledge treatment, content-form-receiver triad, educational work and theoretical thinking) and method categories (singular-particular-universal and class struggle). We understand, therefore, sport as a social practice that, in its counter-hegemonic conception, has the agonistic-ludic relationship as an essential trait. In this way, sport is approached as a social practice loaded with social meanings that are expressed in terms of content through practical- object, historical-social and axiological foundations. In terms of knowledge treatment, sport is treated considering the process of appropriation and objectivation, in each schooling cycle, of the sport phenomenon in the minds of students. We conclude, therefore, that the contributions presented offer the necessary instruments for the apprehension of the sport phenomenon, in order to focus, through their systematized teaching, on the development of our students' theoretical thinking and on the construction of school Physical Education in a transformative perspective.