A produção do conhecimento sobre educação física nos institutos federais de educação, ciência e tecnologia no Brasil (2015-2022): realidades, mediações, contradições e possibilidades para a formação humana

Abstract

The objective of this study is the investigation of the Production of Knowledge (theses) about Physical Education at the Federal Institutes of Education, Science and Technology in Brazil – IFS (2015-2022). The central hypothesis of the work concerns the retreat of epistemological and pedagogical theories, with regard to Physical Education within Federal Institutes and which continue to be the target of implementing policies that attempt to end Public Education and degrade the theoretical capacity of the working class through of High School reform, and that there is a dispute over the direction of human development, the way it materializes in legislation, in guidelines for the professional education, and curricular matrices. The objective was to identify, systematize and analyze the reality presented in the categories of conception of human being/society, conception of Physical Education and theoretical-methodological approach, expressed in the theses, and what the possibilities to be overcome in the face of the reality of the “New High school” are. The investigation was guided by the following problem: What is the reality characterized in the categories Conception of human being/society, Conception of Physical Education and Theoretical-methodological approach, expressed in the production of knowledge (theses) on the teaching of Physical Education in the Federal Institutes of Education, Science and Technology, and what are the possibilities that overcome the reality of the “New High School?”. The investigation procedures were studies on the foundations of human formation in the ways of producing life, pedagogical theories and the production of knowledge, especially Physical Education, particularly related to Federal Institutes. As a theory of knowledge, we use historical-dialectal materialism. We delimited as a source of empirical data the production of knowledge about Physical Education, expressed in theses, at Federal Institutes, in the period 2015-2022. As an analysis instrument, we use Sanchez Gamboa’s paradigmatic matrix, which establishes links and relationships between the question and the answer of an investigation, verifying ontological and historical foundations. From the analysis of knowledge production, we understand that it is necessary to face and overcome the contradictions present in current educational policies, which result in theoretical degradation, denial of knowledge and the doom of public education. It is essential to resist this proposal for secondary education in Federal Institutes, highlighting the possibility of the critical-overcoming approach to the development of theoretical thinking and a curriculum conception organized based on schooling cycles. We therefore reaffirm the need for counter-hegemonic school education. In this sense, we believe that the Historical-Cultural Theory provides elements that help to think about an education guided by human formation, valuing the manifestations of human culture produced historically. Thus, teaching must enhance human development, overcoming the fetishizations and alienations present in today's society.