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Abstract(s)
Estudo centrado nos seis programas do Ensino Primário que vigoraram entre 1960 e 1991, de natureza qualitativa, desenvolvendo-se nas perspectivas histórico-hermenêutica e analítica. Desses programas apenas três (1960, 1975, 1978) consubstanciam alterações completas, nomeadamente em Educação Física, fazendo-se o estudo de cada um deles em três pontos: Contextos político-educativos; Análise dos conteúdos programáticos, comparada com mais duas áreas - Matemática e Educação Musical - uma de tipo cognitivo, incluída no tradicional LEC e outra expressivo-motora, habitualmente secundarizada , como a Educação Física; Acções e modelos de implementação ocorridos durante a vigência de cada programa. Retiram-se conclusões que, emergindo da cultura e do modelo escolar dominantes, se apontam como causas da marginalização da Educação Física: constante dependência de organismos estatais diferentes das restantes áreas curriculares, com a sua apropriação pelos poderes centrais e autárquicos e o frequente domínio político-ideológico dos programas; acentuada pobreza das matérias específicas programáticas convivendo com uma grande variedade de concepções; formas específicas de apresentação e defeitos de construção dos programas aumentando a separação com o ambiente próprio do Ensino Primário e os seus contextos reais; face a esta marginalização aponta-se um modelo humano de apoio à docência, cuja metodologia tenta ultrapassar a divisão entre áreas curriculares e entre espaços, como a sala e o pátio, numa proposta de transição cultural.
Centred on the six Elementary School curricula from 1960 to 1991, the study has a qualitative nature, developing towards analytical and historical-hermeneutic perspectives. Among those curricula only three (1960, 1975, 1978) show complete changes, namely in Physical education, being the study of each of them carried out according to the following points: Political-educational contexts; Curriculum contents analysis, compared to other two areas - Mathematics and Musical Education - one of cognitive type, included in the traditional 3 Rs (reading, 'riting, and 'rithmetics) and another of motor-expressive type, usually considered secondary like Physical Education; Implementation actions and models occurring during the adoption of each curriculum. From the culture and dominant scholarship model we can draw conclusions that can be considered causes of Physical Education marginality: the constant dependence on state organisms different from the other curricular areas; Physical Education depends on central and local powers as well the constant political-ideological domain of the curriculum; some poverty of specific contents deals with a great variety of Physical Education conceptions; the specific modes of presentation and the errors detected on the conception of the curriculum that enlarge the gap between Elementary School environment and its real contexts; there is a human model that supports teaching and acts against this marginality, and whose methodology tries to overcome the gap between curricular areas and spaces, like the classroom and the patio, taking into account a proposal of cultural transition.
Centred on the six Elementary School curricula from 1960 to 1991, the study has a qualitative nature, developing towards analytical and historical-hermeneutic perspectives. Among those curricula only three (1960, 1975, 1978) show complete changes, namely in Physical education, being the study of each of them carried out according to the following points: Political-educational contexts; Curriculum contents analysis, compared to other two areas - Mathematics and Musical Education - one of cognitive type, included in the traditional 3 Rs (reading, 'riting, and 'rithmetics) and another of motor-expressive type, usually considered secondary like Physical Education; Implementation actions and models occurring during the adoption of each curriculum. From the culture and dominant scholarship model we can draw conclusions that can be considered causes of Physical Education marginality: the constant dependence on state organisms different from the other curricular areas; Physical Education depends on central and local powers as well the constant political-ideological domain of the curriculum; some poverty of specific contents deals with a great variety of Physical Education conceptions; the specific modes of presentation and the errors detected on the conception of the curriculum that enlarge the gap between Elementary School environment and its real contexts; there is a human model that supports teaching and acts against this marginality, and whose methodology tries to overcome the gap between curricular areas and spaces, like the classroom and the patio, taking into account a proposal of cultural transition.
Description
Tese de Doutoramento em Ciências da Educação
Keywords
Educação física infantil Educação física -- currículo Educação física -- história Educação física -- Portugal