O círculo de cultura, os temas geradores e o planejamento participativo: possibilidades freireanas para a educação de jovens e adultos (EJA) com a educação física escolar

Abstract

This work is the result of the teacher/researcher's concerns about the relationship between the school curriculum for the Physical Education (PE) discipline and the Youth and Adult Education (YAE) modality. The defining questions are: what methodology, content and objects of knowledge of PE are closest to the reality of YAE students? This research aims to understand Freirean assumptions of Culture Circle and Generative Themes in PE classes in the YAE modality. It is qualitative in nature and is based on the methodological path of the Culture Circle, Generative Themes and Participatory Planning (PP), with autobiographical inspirations, with the proposal to build a family tree of bodily practices, that is the educational product of this study. The Epochal Units served as a thematic analysis procedure. By completing the family tree, it was possible to identify four generative themes that formed the epochal units: the fruit of health and leisure; the commuting physical activity leaf; the flower of sport; and the thorn of domestic activity and the world of work. In addition, the sedentary lifestyle was a generative theme formed by the epochal unit “Deforestation of nothing.” In a didactic continuation on Freirean assumptions, the object of knowledge “the Walk” was chosen, and there were limit-situations of the educational process regarding the structural space and class time of PE at YAE. Therefore, it was also noticed that the limit-acts were adaptations in planning. However, it was reflected that perhaps these actions only got around the limit-situations, and that greater action is needed to really overcome the difficulties. The untested feasibilities were in the reflective actions on the importance of walking and its benefits. It was also identified that the data found in the research and the BNCC guidelines converge in relation to experiencing the themes of health and leisure focused on student autonomy, as well as the practice of the dimensions of knowledge that guide reflection on the action and community protagonism, critically contextualizing bodily practices. On the other hand, they diverge when the work of PE focuses on the technical part and the physical conditioning. Then, it was realized that the skills mentioned in the document cannot cover all the characteristics and possibilities of PE action in the YAE modality. Furthermore, the BNCC document did not take into consideration bodily practices at work, at home, or with religious characteristics. This study demonstrates itself as an object of reflection on curriculum, PE and YAE, collaborating in the training of current and future teachers/researchers of this modality, improving quality PE for students