Educação física na perspectiva cultural: análise de uma experiência na creche / Physical education in the cultural perspective: analysis of an experience in a daycare

AUTOR(ES)

Elina Elias de Macedo

DATA DE PUBLICAÇÃO

2010

RESUMO

The contemporary school finds itself unprepared given the necessity to cope with the demands of a growing multicultural society. The Enlightenment promises that rationality and knowledge would lead to progress and human emancipation were not met. The children, the main benefactors of theses hopes, continued to be treated at the school institution in an idealistic way with no prior consideration to their social class, ethnicity, or gender characteristics. The cultural centrality and the context of struggle for legitimacy of various social groups make the school environment a fruitful space for conflict. The critical multiculturalism proposes that these conflicts should not be ignored, and points to urgency of cultural identity politics and of a new curriculum in which these conflicts are exposed to investigation and analysis. Physical education, guided in the cultural perspective, sees in the problematization of the corporal culture demonstrations the possibility of meeting this role. The present investigation, held at daycare located in the city of São Paulo, with 2 to 3 yearold children, examined and interpreted a pedagogical experience in physical education guided by the cultural perspective. In order to accomplish the fieldwork several tools were applied (interviews, active observation, worksheets, photographic records) with the intention of composing a bricolage of methods. The collected materials, interpreted with the support of cultural studies references, allow to infer that identity issues and the power relations are frequent in the social practices at the institution. Disputes and demarcation of identity are also reasons for conflict between toddlers. Thereby, when addressing, problematizing, and searching for the origins of this struggle for legitimacy the school builds individuals capable of the exercise of deconstruction and the analysis of biased speeches; therefore, they are willing to interact with opposites. Consequently, it is concluded that the physical education anchored in a cultural perspective can contribute to ones early childhood education as the curriculum potentializes childrens voices, and expands the opportunities to establish more democratic social relations.

ASSUNTO(S)

curriculum daycare physical education culture creche educação física currículo cultura

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