As repercussões do “novo ensino médio” para a educação física escolar

Abstract

This research addresses the repercussions of the High School Reform or “New High School” for Physical Education in Schools, since the enactment of Law No. 13,415, of February 16, 2017, based on the implementation of changes in high school education in schools. This research aims to analyze the changes of the High School Reform contained in educational and curricular policies, as normative documents, in order to clarify the repercussions of the New High School for Physical Education. We define as specific objectives: to understand the presence and importance of Physical Education in High School, based on the Critical Overcoming Pedagogy; to understand the texts of educational and curricular policies for Physical Education in High School; to analyze the guiding documents for High School Education: Law 13,415/17, the BNCC and the Curriculum of Pernambuco, and Law No. 14,945/24. To achieve this objective, we used the theoretical analytical framework proposed by Stephen Ball and collaborators, the Policy Cycle, and the discursive textual analysis (DTA) proposed by Moraes and Galiazzi (2006) of the educational policy documents related to the New High School: Law No. 13,415/17, the BNCC and the Pernambuco Curriculum, and Law No. 14,945/24. We concluded that the repercussions of the New High School (NEM) for Physical Education at this stage of schooling were, in a certain way, detrimental to students, since the losses were drastic in relation to the reduction in workload and knowledge, compromising integral human formation by disqualifying physical education, not considering it a curricular component.