Organização curricular da educação física em referenciais estaduais do norte do Brasil

Abstract

Physical education plays a fundamental role in the comprehensive education of students, promoting not only the practice of physical activities, but also the construction of social and cultural values. The National Common Core Curriculum (BNCC) establishes guidelines for the curricular organization of Physical Education in Primary School, proposing six thematic units that should be covered. The aim of the research was to analyze the organization of Physical Education in the curriculum references of the states of the Northern Region of Brazil for Primary Education. The research is characterized as documental, with a qualitative-quantitative approach. Systematic search procedures were used on the websites of the state education departments and Google, where the curriculum references were located. The data was analyzed in two stages: an exploratory analysis, which presented the data descriptively, and a comparative analysis, which used analytical categories to evaluate the distribution of thematic units and objects of knowledge over the years of teaching. The results indicate that thematic units such as “games and play”, “sports”, “gymnastics” and “dance” have similar frequencies in all the states analyzed. However, “adventure body practices” have a lower incidence, being mentioned only in the final years of elementary school. In addition, the research revealed variations in the frequency of certain knowledge objects, such as “combat sports” and “fitness training”, which were less frequently covered in the early years. In addition, the predominance of “adventure body practices” suggests a fluctuation in the relevance of different contents over time. The research also revealed that although there is significant standardization in the state curriculum references, inspired by the BNCC, there are variations that reflect the local realities and needs of the students. The analysis of the state curriculum references highlights the importance of Physical Education that takes into account the cultural and social specificities of the Northern Region. Although the BNCC provides a common basis, local adaptation is essential to ensure that bodily practices are meaningful for students