Proposta Curricular de Educação Física para a Escola Estadual Girassol de Tempo Integral Sancha Ferreira – Araguaína-TO

Abstract

The objective of this work was to develop a Physical Education curriculum proposal for elementary school in the final years of the Escola Estadual Girassol de Tempo Integral Sancha Ferreira. The construction of this proposal is justified by the need to prepare a document that is born from the diagnosis of concrete reality, considering the structure of this teaching unit, the subjects of this location in their economic, cultural, social aspects and the demands that this public presents. This proposal is also justified by the need to organize and systematize a physical education curriculum that is progressive and coherent, progressively monitoring the physical, emotional and cognitive capabilities of students at each stage of elementary school. To support this work, we reflect on the concepts of curriculum, its etymology, as well as the concepts of education curriculum that best correspond to the current reality. The curriculum concepts are traditional, critical and post-critical conception. Each of these conceptions highlights important aspects according to each of these theories, which need to be considered when developing a curricular proposal that actually corresponds to reality and meets the desires of the subjects involved in this context. In this sense, we draw attention to the fact that the existence of different understandings about the curriculum results in divergences, conflicts and clashes on the topic in question. This scenario reflects what Arroyo (2013) called “curriculum, territory in dispute”. We adopted action research as our methodological approach. This choice was due to the understanding that this type of research aims to deepen the understanding of the topic addressed, at the same time as it seeks to intervene in the reality in which the participant is inserted. In our final considerations we will make four important notes on the topic. First, the curriculum when drawn up based on a concrete reality, considering all the characteristics of the context it has more chances of being implemented in practice. Second, a well-organized and systematized curriculum will offer more possibilities for expanding the knowledge and experiences lived by students. Third, teachers need to take a position and assume co-authorship in the development of curricular proposals for the physical education discipline. And finally, the curriculum is a territory of power dispute, and several theories have claimed this space. If we do not take a stand, we will be subject to conceptions that we neither accept nor agree with.