COMMON NATIONAL CURRICULUM BASIS AND THE PEDAGOGICAL PRACTICE OF PHYSICAL EDUCATION TEACHERS: A RELATIONSHIP WITH THE PROCESS OF TEACHER SUBJECTIVENESS

Abstract

For some years now, the Brazilian education system has been the scene of several movements in search of new curricular proposals for the current context, with the aim of democratizing it and raising its quality without losing sight of the sociocultural diversity of students. It is in this scenario that, in December 2017, the National Common Curricular Base for Early Childhood Education and Elementary Education was approved and ratified, through Ordinance No. 1,570. The present work aimed to investigate how the aforementioned document affected the pedagogical practice of the Physical Education teacher and which subjectivation processes are related to the perception of the curriculum. In this way, it was expected to identify how Physical Education teachers reframe their educational practices in the face of the aforementioned normative propositions, to reveal the appropriations of teachers on the area's conceptions, to verify whether the normative text allows the teacher to produce singularities in their pedagogical practice and, still, to verify subjectivities in the professors' discourse in relation to the curriculum. It is concluded that the regulations affected and provoked a modeling of the teaching practice, since the teacher, in the exercise of his activities, undergoes different forms of control that, inexorably, lead to standardization of the teaching work in schools that follow the national curriculum.