Livro didático no novo ensino médio: uma análise dos conteúdos de Educação Física

Abstract

The proposal to structure textbooks according to subject areas, based on the modifications recommended by the New High School (NEM) and the BNCC, and the use of textbooks as control instruments through formats and intentions that limit access to systematized knowledge and superficialize the content presented in High School, encouraged the realization of this study. More specifically, we focused on textbooks related to Language and its Technologies and made our analysis of the content recommended in textbooks for Physical Education, the focus of our investigation. This documentary study used the Marxist theory as a framework for examining reality, taking into account the characteristic of this conception in seeking to understand reality from its contradictions and singularities. We were faced with the challenge of constructing a critical analysis of the textbook, presenting an excerpt that described the historical moment of the analysis in order to comprehend the network of influences that permeate the aforementioned textbook and also the interests of capital in education. We reiterate our opposition to the NEM and the BNCC and make it clear that the findings show that textbooks are being used as an instrument of ideological and pedagogical control through strategies that significantly reduce and/or deny academic knowledge and distort the concepts of autonomy, freedom, and quality that are presented in the examined teaching materials. Given the lack of authors and collaborators associated with physical education in some of the works we had access to, we highlight the potential for textbook use in the discipline as long as the amount of space devoted to the discipline in the teaching materials is increased and the list of authors and collaborators associated with physical education in the book preparation is expanded. We also highlight the necessity for the discipline's contents to be based on Body Culture and its relationship with Critical Historical Pedagogy.