PRONERA E CULTURA CORPORAL: uma análise da trajetória da Educação Física nos projetos de formação de educadores e educadoras do campo, no estado do Maranhão

Abstract

This study aims to examine the trajectory of Physical Education in National Education Program in Agrarian Reform (PRONERA), highlighting the Training of Teachers and Educators from Field Project, State of Maranhão, in partnership with the Federal University of Maranhão (UFMA), the Movement of Landless Field Workers (MST), the Association of Settlement Areas in the State of Maranhão (ASSEMA) and other partners. Considers the need to reveal this reality and the context that marks the object of study, issues that will enable the identification of mediations needed to grasp the object as a synthesis of thought. Formulates objectives to reflect on the concepts of students physical education in the training courses of PRONERA, what role is assigned to the discipline and which meanings and ideas about the Field Education the Physical Education brought to overcome the ancient views about the role of embodied practice and sports for field workers, mainly in the process of changing the paradigm of physical fitness to the conception of physical culture. Reveals how was the inclusion of Physical Education in Teacher Training Project of PRONERA and the conceptions which motivated the work of the group of teachers who taught the subjects in the formative stages. Search historical basis of the Marxist concept to grasp this reality, because the historical and dialectical materialism is the theoretical framework that addresses the problem of the object under study in a critical position and committed to social transformation. Other key references are: Caldart (2002, 2004) and Fernandes e Molina (2004), Taffarel (1997, 2001, 2006), Vendramini (2007), Braz and Netto (2007) and Carcanholo (2000) on issues related to the field, social politics in education, State and capitalism. With regard to physical education, physical culture, body, it is emphasized the contributions of Collective of Authors (1992), Escobar (1995), Capela (2000), Silva (1999), Castellani Filho (2003), Carvalho (2000) and Bröhm (2007). The methodological approach is realized by bibliographical, documentary and field research. Notes the growing approximation of Physical Education, from the standpoint of physical culture, in the projects promoted by PRONERA. The analysis of the speeches of the interviewees in the field research indicated a perspective of changing the reality of the field.