A Educação Física escolar como um problema de justiça curricular na reforma do ensino médio (Lei 13.415/2017).

Abstract

This thesis aims to understand the issues of curricular justice that the High School Reform, established by Law No. 13.415/2017, imposes on Physical Education in public schools. The study has four specific objectives: 1) to establish a critical diagnosis of school Physical Education within the context of High School Reform (Law No. 13.415/2017), based on the study of its main national regulatory provisions and the analysis of recent works in specialized literature; 2) to analyze the implications of the reform for school Physical Education in curricular regulatory provisions of state public school systems in the country, identifying both the similarities and specificities reflected in the policy implementation processes in the states investigated; 3) to observe and analyze issues of curricular justice for school Physical Education within the curricular experience of a school in the state of Rio Grande do Sul; 4) to identify and analyze theoretical-practical elements as necessary conditions for building alternatives to curricular injustices that interfere with the right to school Physical Education from an emancipatory perspective and in favor of a comprehensive human education for social justice. The research is based on critical curriculum studies, with particular emphasis on the contributions of Nancy Fraser, Branca Ponce, Jurjo Torres Santomé, François Dubet, Raewyn Connell and Michael Young. The data analysis was conducted by grouping categories drawn from the concepts of social justice (redistribution, recognition, and participation) and curricular justice (knowledge, care, and coexistence), organized into three complementary axes: redistribution/knowledge, recognition/care and participation/coexistence. This qualitative study was carried out through bibliographic research, document analysis, participant observation, and semi-structured interviews. The results indicate that the High School Reform represents an issue of curricular justice in school Physical Education, as it exacerbates inequalities related to the analytical categories of this study - redistribution/knowledge, recognition/care and participation/coexistence -, deepening injustices and restricting access to a comprehensive human education. One of the most relevant findings is the reduction in the subject's study load in several of the states analyzed, which undermines the right to Physical Education and compromises its formative role. Furthermore, a lack of approach to body culture from a critical perspective was observed, as well as the emphasis on public-private partnerships, which reinforces the emptying of democratic participation within the school environment. In the specific context of the school investigated in Rio Grande do Sul, a new curricular hierarchy was identified, in which components of the flexible part of the curriculum gained centrality, while basic education was devalued. In the field of Physical Education, the lack of thematic diversification, the increase in teaching workload, and the induction of pedagogical disinvestment practices stand out. However, despite these adversities, possibilities for transformation were identified, based on theoretical and practical elements highlighted by educational practitioners, such as the promotion of a critical and diversified approach to the study of body culture. Valuing these strategies can strengthen Physical Education and contribute to a more emancipatory education, ensuring greater equity in curricular organization.