PHYSICAL EDUCATION AND THE NEW HIGH EDUCATION: RE-EXISTENCE AMID THE ATTEMPTS AT IMPOSED FACE
Nombre: RAYVO VIANA DO NASCIMENTO
Fecha de publicación: 30/06/2025
Junta de examinadores:
Nombre |
Rol |
|---|---|
| MARIA DA CONCEIÇÃO SILVA SOARES | Examinador Externo |
| SANDRA KRETLI DA SILVA | Examinador Interno |
| TANIA MARA ZANOTTI GUERRA FRIZZERA DELBONI | Presidente |
Resumen: This dissertation neither begins nor ends: it allows itself to be traversed, like a body moving between lines and forces, opening paths across the hardened ground of the New High School reform. There is no fixed subject observing from the outside here, but rather a school-body that lives and breathes movement — the becoming-teacher. This work composes a crossing through the contested territories of the New High School (NHS), taking Physical Education as a line of force that bends, resists, and reinvents itself in the face of a policy that captures bodies and erases differences.
Through the folds of an embodied trajectory — that of a teacher who experienced, in body and memory, the displacements of the school — the research allows itself to be contaminated by voices, gestures, and silences that inhabit teaching practice. The analysis of the NHS educational reforms reveals not only the exclusion of subjects such as Physical Education, but a deeper process of curriculum impoverishment as a creative force. The aim here is not only to understand, but to feel and to make vibrate the forces that traverse the school: the facehood that fixes identities, the territorialization that imposes functions for which teachers were not prepared, the reduction in teaching hours that depletes what moves, touches, and creates bonds.
When marginalized, Physical Education does not disappear — it escapes, creates lines of flight, becomes minor to elude form. Therefore, this research approaches curriculum analysis and the narratives of teachers who insist on teaching with their whole bodies, even when time, space, and the system attempt to divide, control, spatialize. Through a qualitative and affective methodology, through the analysis of power and force relations present in official documents, the study seeks the becomings that the BNCC tries to inhibit — becomings that refuse to be translated. Rather than conclusive diagnoses, the text wagers on the composition of a thought in motion, one that vibrates with bodies, desires with the school, dances with the curriculum.
It concludes that Physical Education, when pushed to the margins, reveals its power: where silence was expected, it can be a scream; where norms were imposed, it can be variation; where function was demanded, it can be art. The school still pulses. And the curriculum, when taken as a field of invention, can become a site of living, sensitive, and shared resistance.
