Physical Education in the area of Languages: possibilities and limits of the cultural curriculum in the New High School

Abstract

In line with the movement to implement the National Common Curriculum Base (Ministério da Educação, 2018), the curriculum of the State of São Paulo for high school education, the so-called Paulista Curriculum (Governo do Estado de São Paulo, 2020), adopts the cultural perspective, which includes Physical Education in the area of Languages (Neira & Nunes, 2022), although there is no research to support this proposal at this stage of basic education, especially in an integrated curriculum. To fill this double gap, both in scientific production and in pedagogical experimentation, and to verify the possibilities, limits and needs of adapting the cultural curriculum to the New High School, an action-research project (Franco, 2005) has been running since the beginning of 2022 in three schools on the outskirts of São Paulo, to support teachers in such implementation. The records of the meetings with the teachers and the transcripts of the classroom observations were subjected to a post-structuralist analysis (Cherryholmes, 1993) and confronted with the cultural curricular theory of Physical Education (Neira, 2019). The results show not only the soundness of the proposal in this field, but also the broadening of its epistemology and the diversification of its methodology, due to the pedagogical treatment of the social occurrence of bodily practices that make up or not the repertoire of school communities.