A EDUCAÇÃO FÍSICA PARA A DIVERSIDADE CULTURAL NA PERSPECTIVA DA BNCC

Abstract

This study sought to specifically analyze the conceptions regarding how the National Common Curricular Base (BNCC) is institutionalized in the Physical Education discipline and its perspective on cultural diversity, seeking to ascertain how the curricular guidelines, challenges, and implications imposed on the Physical Education discipline occur in two schools of the municipal education network of Imperatriz – MA. From this understanding, the work brings the following problem: To understand how Physical Education, from the perspective of the BNCC, can contribute to the appreciation of cultural diversity through the pedagogical practices developed in the school context? From this problem, the research sought to: discuss the historical trajectory of Physical Education as a discipline in the curricular structures in Basic Education; ascertain the perspectives of Physical Education teachers regarding the school context in which they are inserted; investigate the understanding of Physical Education teachers about their pedagogical practice as subjects of bodily practices in relation to the BNCC; present the importance of the practice of Physical Education for the formation of students in the school context. Initially, documentary research was adopted, using the BNCC (National Common Core Curriculum) as the main document for analysis, with the following categories: thematic units of Physical Education in the BNCC; dimensions of knowledge; pedagogical practice; cultural diversity. Field research was also conducted in two schools in the municipal education network of Imperatriz. The semi-structured interview was used as an instrument for data collection, with two Physical Education teachers from the aforementioned municipal network. It was concluded that the Physical Education discipline, as a mandatory curricular component, even when guided by curricular guidelines, more specifically the BNCC (National Common Core Curriculum), which limits pedagogical practice, must initially have an analytical-critical stance towards the proposals presented and that guide its pedagogical practice, and have as its purpose the teaching performance to promote scenarios of meaningful learning with regard to respect for differences, aiming to eliminate exclusion in Physical Education and thus contribute to the construction of a school that becomes not only a place of institutionalized learning, but also of knowledge arising from social realities, overcoming these imposed structural limits.