A organização curricular do ensino da educação física no município de Carmo do Cajuru: entre o currículo prescrito e o moldado pelos professores

Abstract

This dissertation investigated the complex relationships between the prescribed, lived, and narrated curricula by Physical Education (PE) teachers in the Municipal School System of Carmo do Cajuru, Minas Gerais. The general objective was to analyze the processes of PE curriculum construction in elementary education within this network, observing how they manifest in curricular standards, school management actions, and teaching practices. Specifically, the study sought to identify how this curricular component is treated in municipal normative documents, as well as to analyze the teachers' relationship with current regulations and their interpretations of these guidelines. Furthermore, it aimed to understand the teachers' training trajectory regarding curricular theory and practice, and to investigate local continuing education policies. The research also focused on verifying the existence of cohesion in peer work, the relationshipbetween curricular production and the schools' Political-Pedagogical Projects (PPPs), and identifying actions, spaces, and times for collective debate, mapping the challenges faced in mediating norms into practice. The study was grounded in curriculum theory by authors such as Sacristán (2000, 2003, 2008, 2013), Lopes (2004), Ball (1997, 2009, 2019), and Moreira (2010, 2016), in dialogue with school PE literature, including Neira (2018), Souza Júnior (2001, 2007), González and Ferstenseifer (2009), and González et al. (2013). Adopting a qualitative-descriptive approach, the investigation used document analysis of the Municipal Ten-Year Education Plan (PMDE) and semi-structured interviews with 11 PE teachers and two managers from the Municipal Education Department as data construction instruments. Results revealed a significant disconnect between teaching work, the Ten-Year Plan regulations, and the content of the PPPs, documents considered of low relevance by both teachers and managers. A predominantly top-down relationship with curricular regulations was identified, with the National Common Curricular Base (BNCC) and the Minas Gerais Reference Curriculum (CRMG) being taken as the sole guidelines for school work. Concurrently, the precariousness of continuing education experiences in the Municipal Network was noted, often disconnected from the area's demands. Reports highlight concerns about professional isolation and the absence of debate spaces, a scenario aggravated by the standardized teaching system (apostilamento), incorporated into the curricular policy without the school community's participation. As an outcome of the research, an educational resource in the website format, named "School Physical Education in the Network" (Educação Física Escolar em Rede), is proposed. Its main goal is to promote debate on curricular practice and foster learning communities. The proposal aims to discuss the area's challenges and collectively build minimum guidelines, seeking to strengthen the presence of PE and give visibility to the knowledge addressed by this curricular component in Carmo do Cajuru.