A Educação Física Escolar no Contexto do IF SERTÃO-PE: limites, possibilidades e desafios diante do mundo do trabalho

Abstract

This study seeks understanding of how the physical education curriculum component is part of the education of students from a vocational technical training school, considering the political and economic inroads deferred in this type of school and pedagogical choices arranged by the teacher and the institution itself. To this end, we resorted to the findings on professional education in Brazil, more specifically in the directions given by the sector reforms since the decree 2.208/1997, through his deputy 5.154/2004. We consider the speeches in the educational and training paths, in order to maintain a hegemony arising out of the dominant forces of society and in the other direction on possible alternatives or resistance against hegemonic accompanied by tensions brought by the credible movement. We take a critical training that demonstrates reproduce and adapt to flexible means of production agreements, which reflect a neoliberal onslaught by toyotism consequences and its variants, such as job insecurity and structural unemployment. We use a qualitative approach, together with a theoretical method based on historical and dialectical materialism because we consider the reality as essentially contradictory and constantly changing. So named as philosophical categories of materialist dialectics the possibility and reality, and caught a theoretical challenge in that singular moment, when we propose to deal with the everyday space as essential to develop resistances individual and collective, that is, to foster conditions materiality, and thus transform the real. We also propose, define categories of instrumentation, with such: issues that relate to the identification of policies on teacher professional technical education, the changing world of work and school and conferred on the joints, the understanding of teachers on the education curriculum component physics. The semi-structured interviews with 03 teachers of physical education is the instrument chosen. Accompanied by analysis of the PDI and the PPP. We opted for a dialectical analysis, where the actors are placed in context.Therefore, we propose two levels of approach: one under the basic determinations, where we rely on more general categories and, another level of interpretation based on the meeting we are having with the facts that emerged in the investigation. The research concludes by pointing out that teachers' options studied have a common interest in vocational education, mediated by the values of sport, supported by the prospect of physical fitness that are justified with bases in the codes and values of capitalist society. And it points to a representation that falls within the teaching practice from a perspective of working class reality that influences the school with respect to its form of organization to meet the current field production, characterized by re-structuring of capital.