Navegando por Assunto "Currículos"

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Análise das orientações do currículo de Pernambuco para o trabalho com a variação linguística
(2019-12-13) Cavalcanti, Paloma Agrelis; Lima, Emanuelle Camila Moraes de Melo Albuquerque; Santos, Eudes da Silva; http://lattes.cnpq.br/8701527300251171; http://lattes.cnpq.br/0470905904340465; http://lattes.cnpq.br/9098086086244833
The present work will analyze the work with a linguistic variety in the Pernambuco Curriculum, a document created in 2019 and which serves as a guide to the pedagogical work in the Elementary and Secondary Education. The work analyzed only the final years of elementary school (6th to 9th grade), observing the linguistic variation in the skills that the document proposes in its Curricular Organizer. To accomplish this research, we used as a theoretical and methodological framework the Variationist Sociolinguistics, which had as precursor Willian Labov (2008) and Educational Sociolinguistics, with the authors Bortoni-Ricardo (2005) and Sgarbi & Roncália (2011). In the analysis of the document we noticed some of the skills within the four proposed axes - Reading axis (twelve skills), Textual Production (four skills), Orality (four skills) and Linguistic / Semiotic Analysis (four skills). These axes observe the linguistic varieties, considering the whole apparatus that the student already brings with him, the communicative context of the activities and texts worked in the classroom, and the work to enlarge the repertoire of this student, considering all the variations of the Portuguese as authentic and legitimate.
Avaliação da abordagem dos sete princípios essenciais do oceano na Base Nacional Comum Curricular do Brasil
(2021-12-09) Andrade, Inayse da Silva; Melo Júnior, Mauro de; http://lattes.cnpq.br/6735233221650148; http://lattes.cnpq.br/2666778560521856
The ocean has a valuable relationship with human beings who, since the beginning, launched into boats to discover and explore it. About 4.6 billion people live close to the sea and enjoy its ecosystem services. On December 5, 2017, the United Nations declared the Decade of Ocean Science to ensure support for the implementation of the 2030 Agenda for Sustainable Development. In Brazil, the launch of the program on ocean literacy was carried out in 2019, and since then, several entities have been trying to expand society’s access to the principles of this program. Ocean literacy has seven essential principles of the ocean to involve society in the themes of the sea, principles that were explored in this work through an exploratory analysis, through the use of keywords, to assess possible approaches in the Common National Curriculum Base of Brazil, given the urgent need to work on ocean education in schools. The analysis of the keywords showed how much they were cited in the BNCC text, highlighting the words “resources” with 181 citations, of which only 22 were related to some essential principle of the ocean, followed by the words “diversity”, “dynamics” and “earth” with 126, 71 and 56 citations, respectively. It was possible to identify the principle that presented the highest number of related citations, principle 6 for being related to 73.3% of citations, as well as the least related, principle 4 representing only 10% of citations. BNCC's abilities were also identified for the stages of elementary and high school, directly or indirectly related to the seven essential principles of the ocean, showing that, despite the difficulties encountered, it is possible to work on the oceanic theme in the contexts of the BNCC. It is also possible to identify the areas that present greater possibilities for approaching the ocean and its principles, with greater emphasis on the areas of Natural Sciences and its technologies and geography. The results also show that the presence of Keywords directly related to the essential principles facilitates the process of approaching them, while the relationship indirectly requires a greater effort from the educator and the development of a more sensitive look to the demand of ocean education with the students. The development of works like this reflects the importance of recognizing the role of the ocean in our lives and the duty to include it in our basic education.
Base Nacional Comum Curricular: indicativos para o letramento matemático no eixo temático números no 1º ciclo do Ensino Fundamental
(2019-02-08) Rocha, Iago Felipe Ferreira; Teles, Rosinalda Aurora de Melo; http://lattes.cnpq.br/8888500885370084; http://lattes.cnpq.br/7083518666672087
The teaching of mathematics at many moments can be seen as a complex and difficult process, however some teaching perspectives can corroborate to the rupture of these paradigms. In this work we defend the perspective of Mathematical Literacy as a triggering means to facilitate the process of schooling and formation for citizenship. We had as theoretical contribution: Fonseca (2004); Soares (2003); D'Ambrósio (1993); Silva et al (2016); Freire (1999); Danyluk (1994); Galvão & Nacarato (2013) and among others. In this study we analyzed the indicatives that the National Curricular Common Base (BNCC), a document that seeks to standardize Brazilian education, guaranteeing learning rights at the national level, points to Mathematical Letting in the thematic axis numbers for the 1st cycle of Elementary Education, specifically knowledge objects and skills for the first three years of elementary school. Categories of expressions were constructed to analyze these indicatives: Daily life; Significant Problems and Interest; Strategy and Personal Registry; Resolve and Elaborate Problems and No expression was used. In the 21 objects of knowledge proposed for the 1st cycle, no explicit mention is made of mathematical literacy; sixteen of the 21 skills are indicative for the same. In all the skills of the first year an expression that refers to Mathematical Literacy was identified. In the second year, four expressions were counted and in two skills no expression was found and in the third year only four of the seven skills addressed one of the pre-defined expressions, and three did not make references. The expression that appeared the most is "strategy and personal registration" and the one that appears least is "everyday". From this we propose sequences of activities, based on the perspective of Mathematical Letting, starting from three perspectives of Mathematics teaching: game use, ethnomathematics and children's literature, which in our view could contribute to the teaching and learning process in this axis thematic We used as a type of research, the documentary, to guide us while data collection and data analysis was used the content analysis perspective.
A BNCC e o campo jornalístico-midiático no Currículo de Pernambuco: uma análise documental do ensino de Língua Portuguesa no 1º ano do ensino médio
(2024-09-06) Siqueira, Jonara Medeiros; Melo, Sandra Helena Dias de; http://lattes.cnpq.br/9741642922205953; http://lattes.cnpq.br/1712521357021807
Conhecimentos sobre gestão em cursos de Licenciatura em Educação Física
(2022-10-07) Melo, Ada Maria da Costa; Vieira, Ana Luiza Barbosa; http://lattes.cnpq.br/2045282789284599; http://lattes.cnpq.br/8194255230039120
The objective of this study is to analyze the composition of the curricular matrices of the Public Institutions of Higher Education in the State of Pernambuco, verifying which subjects, competences and contents related to the theme of Management are treated during the academic formation of undergraduates in Physical Education. There is also the intention of emphasizing the importance of this knowledge for undergraduates, and thus, the research starts from the historical context, from the times when administration had not yet become a science, until contemporary times, enabling the analysis of the curricula of the courses, seeking to answer questions related to Management in Physical Education degrees, namely: What is the need for the Organization and Management of Physical Education for academic training? What are the reasons to study content apparently from another area of knowledge? Why should Physical Education graduates be concerned with management, be it environments, businesses or people, if a company will not be their place of work? Why promote events if the student's training will be (is) directed to conducting Physical Education classes? Since management is important for the academic training of Physical Education graduates, is this content also offered in other courses at higher education institutions in the public network? In this way, the study was carried out through a documentary research, where we analyzed the primary documents of the 05 public IES in the state of PE, such as: the Pedagogical Projects of the Course, Curriculum Grades and updated Teaching Plans, verifying how the disciplines related to the content of Physical Education Management. The results bring the analysis of the offer of the contents directly related to the management that are being offered by the institutions and the way in which this knowledge is attributed to what is expected of the students of each course, where we verify that the referred disciplines are divided in 'organization and events', 'administrative principles' and 'educational management', however, all offer content directly related to management, whether satisfactory or not for the objectives outlined in the course's pedagogical projects.
O conteúdo de ensino jogo nos documentos norteadores da política de educação do Ensino Médio das escolas estaduais de Pernambuco
(2023-04-26) Monte, Paulo Henrique Souza do; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221
We can say that the game is a cultural expression in society, consisting of social practices located in different historical contexts, experienced in different places. Its experience takes place in communities, territories, cities, public and private spaces. The school is one of these spaces where games are experienced. However, the school differs from other spaces by carrying out an educational process with the pedagogical treatment of knowledge / teaching content Game, which is presented and taught to students by the Physical Education teacher based on objectives, teaching methods and evaluation. In this context, this research has the general objective: To analyze the teaching content of Game in the guiding documents of School Physical Education (BNCC and Curriculum of Pernambuco) in High School in state schools of Pernambuco. As for the specific objectives, we seek to: Analyze the Game and its relationship with the guiding documents of the educational policy for school physical education in the production of scientific articles on the subject; Analyze the educational policy of Physical Education in High School as guiding and guiding documents for state public schools in Pernambuco; Understanding the teaching content Game in school Physical Education from its historicity; To analyze the teaching content Game in the curricular proposals of Physical Education in the BNCC 2018 and in the Curriculum of Pernambuco in the 2021 High School. We found that the scientific articles bring a series of contestations with regard to the new proposals in relation to Physical Education and the game. Finally, we believe that greater attention should be paid to what the guiding documents for the practice of Physical Education and games propose, considering that they are essential in secondary education in the state network of Pernambuco.
A contribuição do conteúdo de ensino jogo para a socialização dos estudantes na educação física no Ensino Fundamental - anos iniciais
(2023-09-15) Martins Filho, Gean Carlos de Moura; Mello, Rachel Costa de Azevedo; http://lattes.cnpq.br/8749101676171464
This research aims to investigate the contribution of the teaching content "Game" to the socialization of students in Physical Education in the early years of Elementary School. The research problem that guided this study was: How can the teaching content of Game contribute to the socialization of students in Physical Education during the early years of Elementary School? The general objective was to analyze the contribution of the teaching content of Game to the socialization of students in Physical Education in the early years of Elementary School. Specific research objectives were defined as follows: to understand the importance of games in the process of socialization in school and physical education; to comprehend Game as a teaching content in physical education in the early years of Elementary School; to identify the proposed teaching content of Game in educational policies and curriculum frameworks for physical education in Elementary School. To achieve these objectives, a qualitative bibliographical research was conducted, examining academic articles that address the relationship between the teaching content of Game and student socialization. The results of this research demonstrated that the teaching content of games plays a significant role in promoting the socialization of students in Physical Education during the early years of Elementary School. This content contributes to the development of various social, cultural, and emotional aspects of students. In particular, its positive influence in the social dimension stands out, as games facilitate interaction among students, promote cooperation and teamwork, and enhance communication skills. Game is a vast body of knowledge that is increasingly being unveiled, allowing us to understand its various facets. It is no longer merely considered an activity related to childhood or mere play; rather, we now recognize its educational value as an integral part of the teaching content in the school context.
A cultura indígena Tupinambá de Olivença no currículo do componente Arte do Ensino Fundamental I da rede municipal de Ilhéus-BA
(2021-08-13) Pinheiro, Josenice Santos Souza; Pinto, Janille da Costa; http://lattes.cnpq.br/3170771425776045
This research aims to analyze the presence of the arts of indigenous peoples in municipal schools in the city of Ilhéus, as we understand that through art education we can preserve the memory and maintain access to the culture of the Tupinambás peoples of Olivença/Ba. Thus, our specific objectives are to reflect on the need to value the art, culture and history of indigenous peoples in the Ilheense elementary school curriculum. Identifying the inclusion of the indigenous theme in the guiding documents of Ilheense education, as well as presenting how we can work with the law 11,645 (2008) in the teaching of Art in elementary school I. For that, the theoretical framework includes discussions about the curriculum of the Art component in public schools Ilheense, having as theoretical support authors such as: AGUIAR (2000); BARBOSA (1995, 2010: 10); DUARTE JR (2000), CHAUÍ (2014), among others. The methodological procedures adopted are based on qualitative, descriptive, bibliographical and documentary research. The data obtained indicate that the Municipality of Ilhéus has a legislative, normative and regulatory contribution that guide school units to work the Tupinambá de Olivença indigenous culture in the curriculum of the Art component of elementary school I. Based on the results and discussions presented, we consider it satisfactory the guidelines and pedagogical proposals that Educação Ilheense adopts to disseminate, value and preserve the art, culture and history of the indigenous peoples who were the first inhabitants of this locality and contributed to its development.
Educação física escolar: analisando experiências do currículo cultural
(2022-10-10) Sérvio, Thaís Silva; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/0563024919034233
The present work aims to understand the approach of the Cultural Curriculum of physical education at school, identifying its limits and possibilities from the mapping and analysis of experience reports from the Research Group on School Physical Education (GPEF) at the University of São Paulo (USP). We consider that the Physical Education school curriculum passes through different conceptions, from the traditional curricula, through the critical curriculum, to the post-critical one. The Cultural Curriculum of Physical Education, considered post-critical and based on Cultural Studies and Multiculturalism, seeks to understand body culture from the cultural productions of society and the differences of subjects. Therefore, we developed a qualitative research approach of the documentary type, based on the analysis of experience reports developed by teachers of the Research Group on School Physical Education (GPEF) at the University of São Paulo (USP), which is the main group that focuses on the study of this theme, in order to identify possible limits and possibilities in its didactic procedures, which in this approach is understood as Pedagogical Forwardings. We conclude that the Cultural Curriculum of Physical Education has much to add to the area, albeit with some limitations.
A educação física nos anos iniciais do ensino fundamental: a organização do conhecimento dança no Currículo de Pernambuco
(2024-09-24) Xavier, Walquiria Wallesca dos Santos; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/0060873264361246
Dance content has had less and less space in schools. Little by little, it has been neglected and advocated for its cultural and social aspects. Such content is expressed in documents as a form of expression of body language, which makes it difficult for teachers to systematize it. Given this, this research aims to understand the organization of knowledge about dance in Physical Education classes for the initial years of Elementary School in schools, based on the Pernambuco Curriculum. To this end, we defined as specific objectives, identifying dance as a theme and its contents for Physical Education classes, as well as how its contents are organized for the initial years of Elementary School in the Pernambuco Curriculum. The study proposes, through a bibliographic and documentary study, of a qualitative nature, to understand the importance of the theme of dance in Physical Education classes at school, discussing the social role of the school and Physical Education as a mandatory curricular component in Basic Education. Then, the specificity of dance and its contents are presented, and then how the organization of this theme occurs in the Pernambuco Curriculum. Based on the analysis, we highlight that the Pernambuco Curriculum for the organization of dance content in the initial years of Elementary School, within its possibilities, is characterized as a document that seeks to maintain the theme of dance and its cultural identity, preserving its essence, but it also presents itself as a conservative document, as it does not address issues involving the debate of gender, race, ethnicity, religion, among others, with the objective of improving the teaching-learning process, based only on bodily experimentation, not helping students to develop a deeper and more meaningful understanding, not relating reality and the social context to the content of dance.
O ensino da oralidade para os anos finais do ensino fundamental na Base Nacional Comum Curricular e no Currículo de Pernambuco: encontros e desencontros
(2019-07-19) Cordeiro, Leidiane Raimundo; Lima, Gustavo Henrique da Silva; http://lattes.cnpq.br/5167740437126995; http://lattes.cnpq.br/1450021936246179
The present coursework sought to investigate the proposals for oral teaching in the Base Nacional Comum Curricular (BNCC) and Currículo de Pernambuco (CP), with the specific objectives of: a) identifying the teachable dimensions of oral included in these official documents; b) to verify if there is an alignment between what BNCC proposes and the Pernambuco Curriculum for oral teaching; c) to understand the possible implications of the guidelines of these documents for the development of oral expression of students. For this purpose, we use as a theoretical contribution the studies on the orality of authors such as Dolz, Schneuwly and Haller (2004), Marcuschi (2004, 2005) and the teachable dimensions of oral, based on Leal, Brandão and Lima (2012). In order to respond to the objectives of this research, we observed in detail the two documents, using as a methodological contribution, documentary analysis (LÜDKE and ANDRÉ, 2012) and content analysis (BARDIN, 2011). With the analyzes, we verified that the teachable dimension of the oral one more approached in the two documents was the production and comprehension of oral genres and that there is a progression in the suggested abilities for the oral teaching, mainly in those that correspond to the education of the 6th to the 9th year. It was also verified an alignment of oral teaching proposals in both documents and that, for oral expression of students, the priority is for the development of oral language skills from the understanding and production of oral genres of the public sphere formal.
O ensino de Artes Visuais para uma Educação das relações étnico - raciais no Fundamental II nas escolas públicas municipais de Ilhéus-Bahia
(2021-08-13) Anjos, Eliete Silva dos; Pinto, Janille da Costa; http://lattes.cnpq.br/3170771425776045; http://lattes.cnpq.br/8484648364536984
This research addresses the need for teaching Visual Arts to achieve an Education of ethnic-racial relations, aims to analyze how Education for ethnic-racial relations is being implemented in the Art Curriculum Component classes, offered in Elementary School II in public schools in the municipal network of Ilhéus - BA. The theoretical framework included discussions about laws 10.639 (2003) and 11.645 (2008), which changed the Law of Guidelines and Base for National Education (LDB) No. 9394 (1996) and Ana Mae Barbosa's Triangular Proposal. The methodological steps used in the research are of a qualitative, descriptive, bibliographical and documentary approach, where we carry out a literature review in articles and books by authors who discuss the proposal of Education for ethnic-racial relations in art classes. Thus, the data indicate that the present municipality promotes a pedagogical proposal that enables Education for ethnic-racial relations in the Art Curriculum Component, as seen in the Curriculum Matrix, in the Pedagogical Diary of Final Years, in the Reference Curriculum Document, in the Organic Law and in the Municipal Education Plan (PME). We found that Education for ethnic-racial relations in the Art Curriculum Component is being offered in Elementary School II in Cycles 4 and 5 and in their corresponding phases I and II in public schools in the Municipality of Ilhéus - Ba, implemented the prerogatives of laws 10.639 (2003) and 11,645 (2008).
Formação inicial de pedagogas e pedagogos: análise sobre a presença de informática na educação nos projetos políticos dos cursos de Licenciatura em Pedagogia de Universidades Públicas do Brasil
(2018-12-12) Brito, Ana Clara Serpa Toscano de; Alencar, Anderson Fernandes de; http://lattes.cnpq.br/9517716593738845; http://lattes.cnpq.br/2804124379972835
Os fundamentos didático-metodológicos do jogo no atual currículo de Pernambuco no ensino fundamental
(2022-10-10) Silva Filho, Fernando Hercílio da; Silva, Eduardo Jorge Souza da; http://lattes.cnpq.br/5214370124132694; http://lattes.cnpq.br/7786166947403990
The Pernambuco Curriculum is the document that currently guides the educational policy and pedagogical work of Early Childhood Education and Elementary Education in schools throughout the State. The document has in its structure the notion of general competences that must be observed in teaching, and also describes the thematic units, their knowledge objectives and the skills that will be developed, separated by disciplines, including Physical Education. The curriculum in education is a document of great importance, as it follows as a guide, a guide for teachers in the day to day of their school activity. Therefore, it is possible to say that it has an impact on students' learning, making it possible to understand what the school wants to be taught and what pedagogical reflection to be carried out by teachers. Due to its great relevance, several issues need to be observed in the realization of the curriculum, which is not an easy task, let alone a quick one. The Pernambuco Elementary School curriculum in the field of physical education, lost a lot in quality when it chose not to show a Critical-Overcoming approach in its principles, leaving aside the idea that the object of the curriculum is the student's reflection. Faced with the society we live in, where the social difference is of immense disparity, and showing that the curriculum here is a reference aimed at public schools, where the public is at a greater disadvantage within a social framework, not to think of a policy that be liberating, is putting these students at the mercy of this reality, without any prospect of improvement and without knowing how to fight their situation. And this is the role of the school: it is necessary to form students with critical minds, as subjects in a process of emancipation, forming citizens for a prosperous future, a more egalitarian future.
O futsal como conteúdo no currículo de Pernambuco - Ensino Fundamental
(2022-10-11) Silva, José Fernandes Martins da; Silva, Eduardo Jorge Souza da; http://lattes.cnpq.br/5214370124132694
This study, characterized as a monograph, sought to address the following object of study - The teaching of Futsal content through the physical education curriculum component, as discussed in the document Curriculum of Pernambuco for elementary school / 2019. For this purpose, the following problem question was delimited: What are the didactic-methodological foundations that guide the treatment of futsal teaching as physical education content in the document Curriculum of Pernambuco/2019? To this end, the objective is to analyze, explain and understand the didactic methodological basis for teaching Futsal content privileged in the Pernambuco Curriculum – Elementary School. Methodologically, we used research of a bibliographic-documentary nature, of an exploratory-descriptive nature, focusing on the document Curriculum of Pernambuco - Fundamental Education/2019. It is concluded that historical-critical pedagogy points out a way out of the dilemma posed by non critical pedagogical trends, which oppose, excluding theory and practice, teacher and student. Understood as mediation within the global social practice, historical-critical pedagogy conceives that education has social practice as a starting point and arrival point of educational practice, before that, recognizing futsal as a human activity means seeking to learn it in the within a system of relations of social life.
O impacto da nova matriz curricular da Licenciatura em Computação no desempenho dos discentes
(2024-02-16) Silva, Laura Gabrielle de Lira; Falcão, Taciana Pontual da Rocha; http://lattes.cnpq.br/5706959249737319; http://lattes.cnpq.br/5607530930536079
A importância do conteúdo de ensino jogo no componente curricular Educação Física no ensino fundamental anos iniciais
(2023-04-28) Silva, Ana Paula Pereira; Mello, Rachel Costa de Azevedo; http://lattes.cnpq.br/8749101676171464; http://lattes.cnpq.br/3145178293717769
This research has the purpose of investigating the importance of the Game while content of teaching of the component curricular Physical education, leaving of the problem: Which the importance of the content of teaching Game in the component curricular Physical education in the Fundamental Teaching of the initial years - 1st to the 5th year? The general objective of the research was to analyze the importance of the content of teaching Game in the component curricular Physical education in the years begin of the Fundamental Teaching in academic publications. And as specific objectives of the research it was defined: to identify the concept of Game historically; to understand the knowledge of the school Physical education; to analyze the game as teaching content in the proposals of the Curriculum of Pernambuco in the Teaching Fundamental Initial Years; to understand the game as content of teaching of the school Physical education. The research search to answer those objectives theoretically, starting from the analysis of articles related to the theme, using the methodology of qualitative bibliographical research. While results of the research, we can affirm that the content of teaching Game is an important content of the Physical education, mainly in the Teaching Fundamental Initial Years, because it is a knowledge that collaborates in the construction of several factors as cognitive development, motor, creativity, aspects social, cultural and emotional. The Game is a wide knowledge, that it has been demystified and we started like this to understand their multiple dimensions, not being just associated as appropriation of the infantile world, of playing for playing, but affirming his/her education value in the knowledge perspective and teaching content in the school extent.
Legislação e currículo dos cursos de Bacharelado e Licenciatura em Educação Física: na produção do conhecimento
(2022-05-31) Albuquerque, Paulo Alberto Lima de; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221; http://lattes.cnpq.br/4612542376472861
The main objective of the present work is to understand the performance of the Physical Education professional as a teacher in the area of Bachelor and Teaching, based on swimming/sports with the intention of highlighting the emptying of workers' rights and spaces intended for the performance of workers. graduates of these courses in the labor market. The research also has as specific objectives: To identify the production of knowledge under the prism of the legislation since the creation of the course and its division, in addition to underlying issues and to analyze in the production of knowledge in the area of Physical Education the differences between the curricula of the courses of degree and bachelor's degree, based on swimming/water sports. In this way, a literature review was carried out followed by a content analysis supported by Bardin (1988) allowing us to conclude that the justifications for the curricular separation from the contents of the swimming disciplines are not enough to promote a speech in defense of the maintenance of the curricula as they are currently, requiring the reunification of the course in a single and expanded degree.
O lugar da Educação Física na hierarquia entre os saberes escolares
(2022-10-07) Silva, Carlos Leandro Gouveia da; Vieira, Ana Luiza Barbosa; http://lattes.cnpq.br/2045282789284599; http://lattes.cnpq.br/1233599218050806
From concerns related to the reasons that lead Physical Education to be a (un)prestigeable curricular component within the school, taking into account the existence of a hierarchy between the disciplines, in the context of elementary education in public and private schools’ Brazilian, we pose the question: where is Physical Education, as a curricular component? The General Objective was to analyze the research already published those deals with the hierarchy between the disciplines, in the context of elementary and secondary education in Brazilian public and private schools, examining and reflecting on this scenario, where Physical Education is found as a curricular component. We adopted an exploratory literature review and a qualitative approach. Searches were carried out for journals in the field of Physical Education, published between the years 2000 to 2020, that met the inclusion criteria: being originally written in Portuguese, being available in digital versions, in full and free of charge, related to Brazilian schools, and classified through categories from A1 to B3, initially in the Scientific Electronic Library Online database, however, as the sources were not found, the Latin American Caribbean Literature on Health Sciences database started to be used. While results were found 60 articles, and of these, 10 were selected for analysis, however, only 6 explicitly deal with the devaluation and hierarchy of disciplines. From the reflections that we carried out through this research, we seek to find alternatives that contribute to a better understanding of the hierarchy between the disciplines, allowing us to carry out interventions that minimize this problem, since the subjects of the school curriculum must and can having distinct characteristics, however, they need to be recognized and better understood for their values, importance and meanings. Finally, we realized that interdisciplinarity can be an instrument to reduce such difficulties, and that Physical Education needs to legitimize itself as a curricular component, which is possibly the first and great step to solve the problems.
O movimento corporal na educação infantil: uma análise do documento curricular da cidade do Recife
(2022-10-03) Silva, Anatália Arantes; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/0145625539992668
The present work has as its object of investigation the Curriculum Policy of Teaching of the Municipal Network of Recife for early childhood education (2021), analyzing the movement axis in Early Childhood Education, from the field of experience "Body, gestures and movements". The study proposes to analyze this proposal, in the light of theorizations around body movement, playing and Early Childhood Education, in order to identify how the curriculum is based at school, based on the inseparability between the fields of experience. We start from the studies of Bardin (2011) and Minayo (2004) to support our analysis, which is the thematic categorical content analysis. We emphasize that despite the educational and curricular policy placing the importance of articulation between the fields, in the rights of learning and development and suggestions of experience in the fields of experience, these are presented in a fragmented way, as they do not establish relationships with each other and with others , pointing out that body movement needs to have greater curricular visibility and occupy the social times and spaces of Early Childhood Education at school.