Articulações discursivas em documentos educacionais e nas narrativas de professores no âmbito da Educação Física

Abstract

This research was developed based on concerns about the movement in favor of the standardization of education through educational documents. Thus, the following problematizing question is presented: What are the discursive articulations present in current educational documents and in the narratives of Physical Education teachers in Elementary School I? The general objective was chosen to analyze the discursive articulations manifested in educational documents (Brazil, 2017; Paraná, 2018, 2019) and in the narratives of Physical Education teachers in Elementary School I. The object of study is understood in the discourses of educational documents and in the narratives of Physical Education teachers. This research identified as the object of study the discourses of educational documents and the implications in Physical Education. Discursive articulations in educational documents, as well as teaching narratives, were analyzed through the contributions of Michel Foucault (1984, 1991, 1999, 2005, 2006a, 2006b, 2015, 2002, 2008a, 2008b, 2009, 2010, 2012, 2014a, 2014b, 2020, 2021a, 2021b), Deleuze (1988, 1992, 2018), Deleuze and Guattari (2011), theorists who support different thinking in the field investigated that is in constant movement. The research was characterized as qualitative, analyzed the speeches from a Foucauldian perspective and considered empirical and documentary data. To survey the discourses, we analyzed educational documents and data from interviews, via videoconference, with Physical Education teachers and based on the results of the questionnaire applied to pedagogues who work in a teaching network in the interior of Paraná. The thesis formulated in this investigation presentes argument the fact that the appropriation of discourses in the educational field is established from a succession of visible and enunciable events in the relations of knowledge and power, currently materialized in educational documents. The discourses currently consolidated in the educational field are related to the neoliberal agenda and public educational policies, which establish governmentality, governed in the context of the control society, which seeks to contribute to the adoption of conduct and behaviors of subjects to act in a largely competitive condition. Thus, the research exposed discursive events in the economic, political, social and educational areas that are crucial to understanding the rules of the game that establish the condition of truth of discourses propagated in the educational field. In the same way it was possible to perceive resistance, the adoption of escape lines by teachers, which represent the positivity in the future of Physical Education, since every regime of truth presents deviations in the knowledge-power relations capable of reducing control, standardization and the formation of subjectivized subjects in the economic, neoliberal and business perspectives.