A teoria histórico-cultural e a proposta curricular de Santa Catarina: a compreensão dos professores de educação física de Chapecó

Abstract

The Curricular Proposal for Santa Catarina is a referential guiding of the pedagogical practice for public schools run by the state for over 24 years. Its first version was published in 1991, however it is known that the discussions had begun long before that date, at a time of political redemocratization in Brazil. This was a very significant document for the education in Santa Catarina, since it brought new perspectives to the teaching-learning process. Although, even being a document recognized by many teachers, few know much about it, given that in the last ten years there has been a weakening of this proposal in the state. Therefore, the main objective of this study was to know and understand how the Physical Education teachers have understood the cultural - historical theory in their pedagogical practice over 24 years, since the implementation of the Curricular Proposal for Santa Catarina in the early 90s. The methodology used in this study was the descriptive qualitative research. The population studied was composed by Physical Education teachers in Chapecó. The sample was composed by 12 teachers of Physical Education who work at public schools run by state in Chapecó, among these group of teachers; 4 out of them were chosen because they were working in the 80s 90s decades; 4 out of them were chosen because they were working in the 90s 2000, and 4 out of them were chosen because they were working from 2000 -2010. These decades were organized by the researcher herself in order to assist the data analysis. The document analysis of the Curricular Proposal for Santa Catarina and semistructured interviews with teachers used were as instruments. The data analysis was performed from the Bardin Content Analysis technique (1977). The analyzed data pointed to three categories: elaboration of The Curricular Proposal for Santa Catarina in the scope of Physical Education, continuing education: theoretical and methodological dominion in Physical Education and Curricular Proposal for Santa Catarina and Physical Education: challenges and opportunities resulted from this proposal. From these categories it can be concluded that there was a weakening period of The CP-SC as a result of the lack of a state policy for the Santa Catarina education. The lack of continuing education to give theoretical and methodological support of CP-SC for teachers was also found. As a result, the Physical Education teachers have difficulty in discussing and understanding this theory in their pedagogical practice. However, despite missing theoretical knowledge on the proposal, the teachers have been changing their practice, considering the students as historical and social subjects in their classes, which for Physical Education is a significant advance, although not enough given the magnitude of such a proposal.