Contribuições para o planejamento didático-pedagógico da educação física nos cursos de educação profissional técnica integrada ao ensino médio do IFBA

Abstract

This thesis is one of those whose object of research is teaching planning, in its uniqueness, in Technical Professional Education Integrated to Secondary Education (Educação Profissional Técnica Integrada ao Ensino Médio – EPTIEM) courses, and in the particularity of the Physical Education curriculum component. It problematizes the pedagogical theory that underpins Physical Education in EPTIEM. The problem is: The reality of the Physical Education teachers who work in the Federal Institute of Education, Science, and Technology of Bahia’s (Instituto Federal de Educação, Ciência e Tecnologia da Bahia IFBA) EPTIEM, with regard to the contradictions and inconsistencies of the normative documents and theoretical-pedagogical-methodological references dealt with in didactic-pedagogical planning. The objective is to present contributions to didactic-pedagogical planning considering the foundations of Critical-Supervisory Physical Education (Educação Física Crítico-Superadora – EF-CS), Historical-Critical Pedagogy (Pedagogia Histórico-Crítica – PHC) and Historical-Cultural Psychology (Psicologia Histórico-Cultural – PsiHC) in order to confront and overcome the contradictions of Physical Education at IFBA’s EPTIEM, from the perspective of omnilateral, polytechnic and unitary human formation. The hypothesis is based on the contradictions or incongruities between the theoretical-pedagogical-methodological references expressed in the normative documents and didactic-pedagogical plans of high school Physical Education teachers, which make it difficult to deal with the classic knowledge of body culture, since the non-systematization and/or fragmentation of this knowledge makes it impossible for students to develop intellectually and theoretically. The theoretical discussion of the data gathered from the documents, the bibliography, and the semi-structured online questionnaire went through the debate on the historical duality of high school education and the training of young workers, restructured according to the needs of the capitalist mode of production, which reduces common basic education, makes the curriculum more flexible, offers distance learning, lightens professional training and denies the right to knowledge. The results show that there are contradictions and inconsistencies between what is laid down in the IFBA’s official normative documents and the teaching plans for Physical Education. We conclude and defend didactic-pedagogical planning based on the assumptions of EF-CS, PHC and PsiHC, which include the delimitation of the purposes (what to teach for), the objects (what to teach), the respective forms materialized in actions and operations (how to teach), as well as due consideration of the recipient (who is being taught to) and the objective conditions of the educational work (under what conditions), aspects that make up the set of determinations that is evident in the content-form-recipient triad. Moreover, we defend the relevance of the specific characteristics “diagnostic, judgmental and teleological” in the treatment of the classic contents of Physical Education in the EPTIEM, so that each student has mastery of the properties of reality – not given to capture immediately. We also explain the relevance of the transmission and theoretical foundation of a counter-hegemonic character, the defense of the right to truly public, free, secular and socially referenced quality school education, the defense of the Federal Institutes and the fight to repeal Law No. 13,415/2017 and the restructuring of High School based on a Common National Curriculum Base.