O lugar da Educação Física na hierarquia entre os saberes escolares

Abstract

From concerns related to the reasons that lead Physical Education to be a (un)prestigeable curricular component within the school, taking into account the existence of a hierarchy between the disciplines, in the context of elementary education in public and private schools’ Brazilian, we pose the question: where is Physical Education, as a curricular component? The General Objective was to analyze the research already published those deals with the hierarchy between the disciplines, in the context of elementary and secondary education in Brazilian public and private schools, examining and reflecting on this scenario, where Physical Education is found as a curricular component. We adopted an exploratory literature review and a qualitative approach. Searches were carried out for journals in the field of Physical Education, published between the years 2000 to 2020, that met the inclusion criteria: being originally written in Portuguese, being available in digital versions, in full and free of charge, related to Brazilian schools, and classified through categories from A1 to B3, initially in the Scientific Electronic Library Online database, however, as the sources were not found, the Latin American Caribbean Literature on Health Sciences database started to be used. While results were found 60 articles, and of these, 10 were selected for analysis, however, only 6 explicitly deal with the devaluation and hierarchy of disciplines. From the reflections that we carried out through this research, we seek to find alternatives that contribute to a better understanding of the hierarchy between the disciplines, allowing us to carry out interventions that minimize this problem, since the subjects of the school curriculum must and can having distinct characteristics, however, they need to be recognized and better understood for their values, importance and meanings. Finally, we realized that interdisciplinarity can be an instrument to reduce such difficulties, and that Physical Education needs to legitimize itself as a curricular component, which is possibly the first and great step to solve the problems.