Educação Física no Novo Ensino Médio: uma análise sobre as publicações do CONBRACE 2019 e 2021.

Abstract

Physical Education has as knowledge areaffe the body culture (game, sport, gymnastics, dance and fight). The pedagogical treatment of this knowledge at school is of great importance for human formation. During its trajectory as a curricular component, Physical Education assumed discourses that permeate hygienism, militarism, and sports performance. From the 1980s onwards, it began to look more progressive due to the social and historical moment of re-democratization that the country was going through. In this context, academic contributions began in the area. Currently, despite the enrichment concerning its role and the foundation of its pedagogical practices, School Physical Education has its legitimacy and autonomy in the school curriculum questioned. Its field of action is still conflicting regarding its pedagogical and ideological nature. High school is an important stage in which students complete their trajectory in basic education. This step is the subject of great discussions, a stage of constant changes, and the dichotomy between propaedeutic education and professional technical education. High school recently underwent a new restructuring through the High School Reform, and the Physical Education curricular component underwent significant changes. According to the points we have exposed so far, we defined the general objective of this study to analyze the debate held in the CONBRACE publications (2019 and 2021) that deal with School Physical Education through bibliographic research. We identified in the publications that there are consensuses regarding concerns about the configuration of the Physical Education curriculum component in the High School Reform.