Cultura corporal na educação profissional técnica de nível médio: reflexões para a formação continuada de professores de Educação Física dos IFES

Abstract

The study presented here investigated the teaching practice of Physical Education teachers in Vocational Education at the Technical High School level (EPTNM). The research emerged from the researcher’s observation that the classes of this subject, especially in the context of Federal Institutes, maintain a sports-oriented pattern, focused on traditional sports such as volleyball, futsal, and handball, without a more critical and reflective approach. Thus, starting from the central question: How can we contribute to the continued education of Physical Education teachers by referencing the body culture of movement?, we aimed to analyze how the body culture of movement, aligned with the teaching work of Physical Education teachers, can contribute to their continued education. In the theoretical framework, we analyzed the historical trajectory of Physical Education in Brazil, highlighting its hygienist, militaristic, and technicist influences throughout the 20th century. From the 1980s onwards, the reformist movement in Physical Education brought new perspectives, focused on the holistic development of students and the valorization of the body culture of movement. This approach proposes that teaching the subject goes beyond sports practice, incorporating cultural manifestations such as dance, martial arts, games, and gymnastics, promoting a broader view of corporeity. The study adopts a qualitative approach, using document analysis and questionnaires applied to Physical Education teachers working in Federal Institutes in Amazonas. Teaching plans and Political-Pedagogical Projects (PPP). of technical courses were analyzed, in addition to the teachers’ responses, with the goal of identifying how the body culture of movement is incorporated into pedagogical practice, as well as the participants' conceptions about the theme. The data analysis followed Creswell’s (2014). spiral methodology, organizing the information into categories that address body culture in teacher training and practice, as well as its relationship with the holistic formation of students. The results indicate that, despite the recognition of the importance of body culture of movement, its application is still limited. Curricula remain focused on traditional sports modalities, with little emphasis on critical reflection and the diversity of bodily manifestations. Furthermore, some teachers did not demonstrate clarity on how they can integrate body culture of movement into their classes consistently. The analyzed teaching plans show the predominance of sports teaching and the absence of proposals that link body culture to transversal themes and the social demands of students, although some initiatives in this direction were observed among the teachers. In the context of Vocational and Technological Education, which aims at the holistic formation of students, Physical Education can be essential in the construction of citizenship, as the inclusion of body culture of movement can enrich pedagogical practice, promoting the development of social, cultural, and critical competencies. Thus, we recommend reviewing the Political-Pedagogical Projects of technical courses, as well as creating instructional materials to assist teachers in implementing this approach. Based on these results, an educational product was created in the form of a guide, with theoretical discussions on teacher training and the body culture of movement as a path for linking Physical Education to the assumptions of EPTNM. We hope that this Guide, used in continued education proposals, can promote new discussions and reflections on Physical Education teaching, especially in EPTNM, re-signifying the teaching work.