Reforma curricular do ensino médio: uma análise sobre a noção de linguagem e suas implicações para a Educação Física

Abstract

High School has become the stage for discussion and debate in recent years due to the enactment of Law 13,415/2017. The most significant changes are the expansion of the workload to 3000 hours, curricular flexibility with the National Curricular Common Base (BNCC) and training itineraries. With each state having to restructure its curriculum and design its implementation by 2021, several gaps and questions have accumulated along the way, with the very notion and systematization of language areas being one of them. This research is inscribed in the meantime and has the following questions: what are the understandings of languages presented by the BNCC documents and their reverberations in the curriculum of Sergipe in the context of the change in High School enacted by Law 13.415? How do such understandings dialogue with the teaching of Physical Education (PE)? The research aimed to analyze the understanding of language in the BNCC and in the curriculum of Sergipe to reflect its possible implications in the teaching of Physical Education in High School. From the methodological point of view, it is documentaryexploratory research with a qualitative approach. The dissertation works with exploration of primary sources, curricular documents, such as the National Common Curricular Base of the High School stage (BNCC-EM) and the Sergipe State curriculum in the High School stage (CES-EM). From the exploration of the material, Content Analysis (BARDIN, 1979) is carried out with the aid of the software Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires (IRAMUTEQ), through the treatment of data from the Hierarchical Classification Descendant (CHD). Based on lexical analysis, the BNCC-EM was divided into five classes/categories - Institutional system; Expressions and Diversity; Youth; Language Elements; and Language Codes. The CES-EM was divided into four classes/categories - Languages and Modalities; Institutional system; Youth; Expressions and their fields. The data indicate that the BNCC-EM, when dealing with language, approaches the semiotic current, however, it does not present a concept or consonance of its competences and abilities relative to the principle of the current. The languages are arranged in "boxes" in which PE is delimited to body language, the Arts to the artistic, the English and Portuguese language to linguistics, the latter two with language possibilities in their various fields of activity, as well as the multiliteracy. Thus, when analyzing the CES-EM, we observe the foundation in the BNCC-EM, however, when conceptualizing the language, it presents as a reference the philosopher Bakhtin, from the historical-sociocultural current. In view of this, the BNCC-EM and the CES-EM present language as a closed system of signs, a structuralist tendency, and with little disciplinary dialogue with the area. Therefore, while the documents indicate autonomy, criticism and participation in different languages, when analyzing competencies, skills and objects of knowledge there are didactic and pedagogical limitations. Finally, analyzing the understanding of language in the documents brought some reflections on the possible implications for the teaching of Physical Education in High School: a) the language area is placed in the documents as a "common space" without criticism or historical context that explains its existence/choice in the school curriculum; b) PE is inserted in the language area as the place of body language, and is not open to other possibilities; c) general and specific competences and skills in the area of language and, at CES-EM, the objects of knowledge brought or aligned with PE address in a generic and/or technical way for teaching in the school context.