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A fabricação curricular da educação física : história de uma disciplina desde o antigo regime até à I República
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0 trabalho desenvolve-se em tomo da construção social do currículo de
educação física no liceu, abarcando um longo arco temporal - desde os finais do Antigo
Regime até finais da I República.
Com ele, pretendemos compreender aquilo que Popkewitz chama de alquimia
curricular, isto é, como é que as forças sociais transformaram o conhecimento da
educação física em matéria escolar. Para isso, fizemos um novo tipo de análise histórica
designado por Michel Foucault como a arqueologia e a genealogia. Trata-se de uma
dupla abordagem que se complementa, feita com recurso a uma diversidade de fontes
que fazem a cobertura do período em estudo (congressos, debates, legislação, imprensa
pedagógica e jornalística, obras científicas, relatórios).
Com a primeira - a arqueologia - identificámos o processo de sedimentação do
saber constitutivo da educação física. A palavra saber é utilizada para designar os
diferentes tipos de discursos. O saber está, na prática discursiva, situado historicamente.
A análise desta dimensão permitiu-nos compreender como a educação física foi
pensável. Ela pensou-se dizendo e, ao ter sido dita. deu-se a conhecer a sua presença
(novo objecto). A sua especificação expressa-se numa pluralidade de discursos que se
interligam e reforçam.
Com a segunda - a genealogia - pretendemos explicar a transformação dos
saberes a partir das relações de poder. Saber e poder são explorados na sua relação
recíproca. A integração da educação física no currículo é explicada a partir do
dispositivo que se instalou no decurso do tempo. A construção social do currículo de
educação física no liceu é analisada a partir de uma multiplicidade de relações de força,
que funcionam em rede e em diferentes níveis, não se restringindo à acção unilateral do
Estado.
The present work revolves around the social construction of the Physical Education Curriculum in Secondary School Education, stretching out from the end of the Ancient Regime up to the close of the First Republic. Through this dissertation we aim at understanding what Popkewitz refers to as "curricular alchemy", i.e., the way social forces have changed and shaped the knowledge of physical education into a school subject. To attain that purpose, we have carried out a new type of historical analysis drawn on Michel Foucault's concept of archaeology and genealogy. It consists in a dual approach which complements itself, and was directed toward a wide variety of sources comprising the period under observation (congresses, debates, legislation, news press, teaching journals, scientific works and reports). The first one - archaeology - has allowed us to identify the sedimentation process of the knowledge which constitutes physical education. The word knowledge is used here to represent the different types of discourses. Knowledge is, in the discursive practice, historically situated. The analysis of this dimension has enabled us to understand the way physical education became thinkable. It was thought of when uttered, and its utterance made way for its presence (new object). Its specification is expressed in a plurality of interlinking discourses which reinforce each other. The second one - genealogy - has enabled us to account for the transformation of knowledge through power. The reciprocal connection of knowledge and power is carefully explored. The insertion of physical education into the curriculum is made clear by the device set up in the course of time. The social construction of the physical education curriculum in secondary school is analysed by looking at a multiplicity of strength relations which operate as a network on different levels and is not confined to the one-side action of the state.
The present work revolves around the social construction of the Physical Education Curriculum in Secondary School Education, stretching out from the end of the Ancient Regime up to the close of the First Republic. Through this dissertation we aim at understanding what Popkewitz refers to as "curricular alchemy", i.e., the way social forces have changed and shaped the knowledge of physical education into a school subject. To attain that purpose, we have carried out a new type of historical analysis drawn on Michel Foucault's concept of archaeology and genealogy. It consists in a dual approach which complements itself, and was directed toward a wide variety of sources comprising the period under observation (congresses, debates, legislation, news press, teaching journals, scientific works and reports). The first one - archaeology - has allowed us to identify the sedimentation process of the knowledge which constitutes physical education. The word knowledge is used here to represent the different types of discourses. Knowledge is, in the discursive practice, historically situated. The analysis of this dimension has enabled us to understand the way physical education became thinkable. It was thought of when uttered, and its utterance made way for its presence (new object). Its specification is expressed in a plurality of interlinking discourses which reinforce each other. The second one - genealogy - has enabled us to account for the transformation of knowledge through power. The reciprocal connection of knowledge and power is carefully explored. The insertion of physical education into the curriculum is made clear by the device set up in the course of time. The social construction of the physical education curriculum in secondary school is analysed by looking at a multiplicity of strength relations which operate as a network on different levels and is not confined to the one-side action of the state.
Descrição
Tese de doutoramento em Ciências da Educação (História da Educação), apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2006
Palavras-chave
Educação física Educação - séc.19-20 Organização curricular Teses de doutoramento - 2006