Concepção de educação e de educação física na produção do conhecimento stricto sensu de professores de educação física do estado da Bahia: pressupostos ontológicos – 1982 a 2018

Abstract

This production is the result of studies that have been developed in the epistemology research line of the FACED / UFBA LEPEL group, which deals with the critical balance of the production of stricto sensu knowledge in Physical Education in the State of Bahia. It brings as an investigative question: What are the ontological assumptions of the conceptions of Education and Physical Education treated in the production of stricto sensu knowledge of teachers who work in Physical Education courses in the state of Bahia, considering the period from 1982 to 2018? Theobjective of this study is to recognize the ontological assumptions of the conceptions of education and Physical Education treated in the production of stricto sensu knowledge of teachers who work in Physical Education courses in the state of Bahia, considering the period from 1982 to 2018.The research has an epistemological character and develops documentary research with an analytical nature in the cut of (65) dissertation and thesis productions produced from 1982 to 2018. We adopt as historical research method the dialectical and historical materialism and the investigative theoretical-methodological process is based on studies by Kosik (1976),which is based on three degrees of Marx's investigative thinking, namely: 1. Thorough historical appropriation of the object with full mastery of the investigated material; 2. Analysis of the forms of development of the investigative material about the object; 3. Investigation of the internal coherence of the object. Through the analysis of the data collected in the sixty-five stricto sensu productions, we emphasize that the results highlight that it is possible to realize that the propositionsof Physical Education teaching predominant in the theoretical debate about the teaching and learning process are those defended by the bourgeois class, from the perspective of unilateral formation, which favors the capitalist historical project. These productions present a conception of man based on his exclusively biological or cultural characteristics, without considering the multiple determinations of social being, and work as a founding category; They also present a conception of society based on a vision of social harmony, without considering the struggle of classes with antagonistic interests. Therefore, we conclude that these productions are based on a noncritical conception of education, which in turn determine conceptions of Physical Education that do not recognize the importance of transmitting systematized knowledge of body culture in school, and work as an educational principle.