O conhecimento em educação física na escola capitalista e suas contribuições à formação básica para o atual movimento de (re)produção do capital

Abstract

This research focuses on Knowledge in Physical Education, in the context of an epistemological discussion, located in the area of Languages. We aim to understand and answer the following problem: how does Knowledge in Physical Education, through epistemological production and pedagogical treatment, present itself, in the current historical moment, to (re) produce capital? Specifically, we aim to: present the current situation of education and the capitalist school in Brazilian society considering the contradiction between education and work; elucidate the current epistemological debate on Physical Education that supports the pedagogical propositions of the area; analyze how the political and ideological implications of epistemological trends, which currently predominate in the field of Physical Education, present themselves for the basic formation (schooling) of the productive forces of capital; and present Language as an expressive category of the materialization of Physical Education, in the current historical moment, to (re) produce capital. We established as a hypothesis: the manifestation of language as the category that is currently expressed, in the area of Physical Education, as a scientific-philosophical determination to follow the process of (re) production of capital. Methodologically, we resorted to the Marxist philosophy (Historical Materialism - Dialectic) of analysis and apprehension of reality, developing, therefore, a research with a Critical-Dialectic approach. Furthermore, our investigation will be theoretical based on the specific and classic literature of the area, making some approximations with the document of the Common National Base Curricular (BNCC, 2018). We work with the methodological categories: totality, mediation and contradiction, and with the content categories: Work-Knowledge; Work-Education; and Physical Education-Post – Modernity and Language. In the first chapter we trace our starting point by elucidating the organization of the concepts and categories that were fundamental for the elaboration of the investigation: the production of knowledge, especially Physical Education, considering its importance for the production of human existence, which, in the capitalist context, contradicts itself (humanization x alienation); the school institution as a privileged place of access and socialization of systematized knowledge, outlining our understanding of the Capitalist School; and the Post-Modern historical movement, systematizing its characteristics and influences in dealing with the knowledge of Physical Education that is currently located, in the pedagogical scope, in the area of Languages. In the next chapter, we elaborated the epistemological discussion having, as an initial reference, evidently, Physical Education as language. In this sense, the aforementioned chapter was organized with the central axis the clash between the adepts of the linguistic turn in Physical Education, who establish the Corporal Culture of Movement as an object of knowledge, and the theorists who addressed a reaction movement to such turn, having as based on the rescue of realistic/materialistic ontology and the object of Corporal Culture. In the last chapter, by way of final summaries, we return to the pedagogical and educational discussion in order, finally, to understand how the area of Physical Education currently presents itself to (re) produce capital. It presents, confirming our hypothesis, itself as a process of language fetishism as a theoretical-philosophical category for the production and treatment of/with knowledge of the area and, in summary, it does not present itself as a revolutionary force to overcome the current productive structure, but as a capitalist and neoliberal ideological force.