Educação Física Escolar no Brasil: aspectos históricos e científicos, políticas educacionais e concepções de ex-alunos (1960-2010)

Abstract

Based on the object of study “Physical Education at school”, the thesis that is supported is that in the face of educational policies and scientific debate, postulated in synchronous and asynchronous, converging and divergent ways, school Physical Education has different/contradictory/imperceptible meanings expressed by the subjects experiences in this discipline/activity. From the survey of practices and discourses that permeate scientific publications related to Physical Education; the educational laws of 1961 (Law 4.024), 1971 (Law 5.692 and decree 69.450) and 1996 (Law 9.394); as well as, the reports of former students who experienced this discipline/activity; this research aimed to analyze the conception / meaning attributed to school Physical Education in Brazil, based on educational policies, scientific production and the experiences of former students inserted in different historical contexts. This research aimed to analyze the conception/meaning attributed to school Physical Education in Brazil, based on educational policies, the scientific field and the experiences of former students inserted in different historical contexts. As specific objectives were listed: to identify the historical and political aspects of school Physical Education in Brazil; characterize the educational policies of the period in which the research participants experienced Physical Education; and, to identify the perspectives/approaches of school Physical Education in the scientific field. The investigation starts from the following problematic question: What is the conception / meaning attributed to school Physical Education in Brazil, as of on educational policies, the scientific field and the experiences of former students in different historical contexts? The following sources were used: legislation, official documents, books, articles, theses, dissertations and interviews. Philosophical and educational issues were supported by authors such as José Paulo Netto, Carlos Roberto Jamil Cury, Dermeval Saviani, among others. In relation to “Physical Education at school”, we consider the existing knowledge around the object of study, and to this we use authors from different theoretical matrices, among them, Lino Castellani Filho, Inezil Penna Marinho, João Paulo S. Medina, Vitor Marinho de Oliveira, Jocimar Daolio, Carmen Lúcia Soares, Suraya Cristina Darido, Eleonor Kunz, Mauro Betti, Paulo Evaldo Fensterseifer, Valter Bracth, Ricardo Rezer, João Batista Freire, José Sergio Pérez Gallardo, Marcus Aurélio Taborda de Oliveira, Fernando Jaime González, Rosângela Mello ... The group of interviewees is formed by thirty ex students, community members of the academic of the State University of the Midwest, campus of Irati, who studied in public and private schools, from 1954 to 2012, in the five regions of Brazil. Lastly, through analytical procedures and when operating its synthesis it is possible to affirm that the historical and political aspects of Physical Education are immersed in the current interests and needs, which was linked to the medical perspective of body hygiene; military of control, training and preparation of strong bodies; sportsman of selection of bodies able or not to represent the country; human from understanding of bodies, and also, compensatory and idle against the demands of other subjects in the school context. Educational legislation and official documents related to Physical Education at school were marked by a significant increase over the 1960s, 1970s and 1980s, due to the expansion of public education in Brazil. The 1990s and 2000s, marked a decreasing line in relation to quantities of legislation and official documents, to the same extent that there has been a qualitative and quantitative 9 increase in relation to scientific academic productions that have broadened the scope of EFE initially marked by the conception of physical aptitude exclusively supported by the biological sciences, for a conception based also on the human sciences. The academic field between studies, debates and productions of different theoretical matrices, marks a necessary EFE for the integral formation of the subject, as well as, there is an inherent systemization process that is urgent in the school context.