O tempo pedagógico e a educação física escolar: uma análise do currículo de Pernambuco.

Abstract

The present study aims to analyze the pedagogical time required for the appropriation of content in physical education classes, identifying this distribution in the curricular organization. The research was carried out using a qualitative approach, elaborated through analyses of scientific articles and books, defined as bibliographic-documentary. To organize and construct the study, we reflected on education as a public and social policy, the school's role and function, and transformation in society. Understanding how the curriculum is configured as a document that organizes social practice, as well as the pedagogical political project. In this understanding, legitimizing Physical Education as a mandatory curricular discipline, considering the teacher's role in constructing teaching focused on social reality through bodily culture. In this way, the study contributed to understanding how specific knowledge is treated and appropriated within a pedagogically necessary time to develop physical education content in schools.