Currículo em disputa na Educação Física: a Pedagogia Crítico-Superadora como caminho para a superação da racionalidade empresarial da BNCC

Abstract

This dissertation investigated the possibility of overcoming the normative character of the Brazilian National Common Curricular Base (BNCC) in school Physical Education by outlining pathways for the organization of pedagogical work that, when appropriated by public school teachers, may substantiate practices of resistance and meaningful and transformative formative experiences in Physical Education teaching. The study was grounded in the understanding that the curriculum is not a neutral instance for organizing teaching, but rather an expression of social, political, and pedagogical disputes linked to distinct projects of human formation. Based on historical-dialectical materialism, the study sought to understand how neoliberal rationality and corporate education reform are expressed in the BNCC, particularly through the centrality attributed to competencies and skills, curricular standardization, and external assessment mechanisms. The research was conducted through a literature review, documentary analysis of the BNCC, the Curricular Document for Goiás (DC-GO), and the Structuring Skills Matrix of the Municipal Education Network of Goiânia, as well as a focus group with Physical Education teachers from the aforementioned network who identified with the Critical-Overcoming Pedagogy. The data were analyzed through content analysis. The research was approved by the Research Ethics Committee of the Federal University of Goiás (CEP-UFG), under Consubstantiated Opinion No. 8.356.833 (CAAE No. 96200126.5.0000.5083). The results indicated that the BNCC expresses a historically produced curricular logic marked by pragmatism, the fragmentation of knowledge, and the intensification of mechanisms regulating pedagogical work, whose effects are deepened in the local context and reveal a form of organization of curricular policies that extends into everyday school life. In view of the challenges evidenced by the investigated reality, a proposal was synthesized that presents pathways for overcoming normative determinations through the reorganization of pedagogical work. Guided by the perspective of overcoming through incorporation, the proposal reaffirms the principles for content selection, methodological principles, and assessment principles of Critical-Overcoming Pedagogy as foundations for confronting the corporate rationality identified in the BNCC. This systematization constitutes the educational product of the research and is configured as an instrument of pedagogical mediation aimed at teacher planning. The investigation led to the conclusion that it is possible to resignify the curricular guidelines of the BNCC through a movement of overcoming through incorporation, redirecting pedagogical work in response to the forms of regulation present in the BNCC and reaffirming Critical-Overcoming Pedagogy as a theoretical, political, and methodological reference for omnilateral formation, in opposition to the pragmatic and bureaucratic formation advocated by the BNCC.