A EDUCAÇÃO FÍSICA PARA O ENSINO MÉDIO NO ÂMBITO DO REFERENCIAL CURRICULAR DO PARANÁ E A REIFICAÇÃO DO CORPO: UMA ANÁLISE NA PERSPECTIVA DA TEORIA CRÍTICA

Abstract

This master thesis aimed to reflect on the conceptions of body and Physical Education within the teaching approaches and the Curricular Referential for High School in the State of Paraná, in order to understand the role that this document gives to the cultural industry in the constitution of the body identity of young people. The research is bibliographical and document, based on the reflections of Theodor Adorno, Herbert Marcuse and Max Horkheimer and theoreticians from the field of Physical Education. The analysis of the Curriculum Referential for High School (2021), assumed its relationship with the Common National Base Curriculum for High School (2018) and the setting assigned to the Teaching of Physical Education in this document, that is, as a field of knowledge that belongs to the Language Area. The discussion about the Curriculum Referential for High School in the State of Paraná converged to the analysis of the competencies, thematic units, and objects of knowledge of the Language Area, which includes Physical Education. The problem that guided the research consisted in the following question: Which approach(es) to the teaching of Physical Education and the body are present in the Paraná's Curricular Referential for High School and in which sense the themes proposed by this document enable the discussion about the relationship between body identity and cultural industry? To answer it, the teaching approaches and their conceptions of body and Physical Education were discussed, as well as the civilizing process and its implications on the body. Lastly, the High School Curricular Referential in the State of Paraná was analyzed, along with the teaching approaches chosen by it and the treatment provided to its different curricular components, referring to the constitution of the body identity. The Paraná High School Curricular Referential uses as approach the Critical Superior perspective and Cultural Physical Education. While the first understands body movement as work, the second understands it from the language point of view. The combination of these two approaches expresses its fragility, since the specificity of Physical Education is considered in the field of languages, in spite of its belonging to the field of biological sciences. The Paraná High School Curricular Referential, inclines more to the Cultural Approach, since the Critical-Superior approach, by choosing the historical-dialectical materialism as theoretical basis, presupposes the understanding of the body and body movement in its multiple determinations. Therefore, the analysis of the document, the thematic units, the skills, and the objects of knowledge proposed by it, indicate the presence of the focus on the body within the cultural industry. Nevertheless, this focus is diluted in the discursive area, since the approach of Physical Education within body culture is treated only from the theoretical point of view, with no space for the objectification of this idea in the students' physical performance.