A educação física escolar e o mundo do trabalho em tempos de crise do capital

Abstract

Currently, we witness the deepening crisis of capital. In Brazil, this crisis affects not only the economy, but also the political and social areas. In this context, there is a restructuring process permeating all these sectors of society. For the working class, a new social division of labor and new demands for human skills rises. It is from this capital reorganization need that the changes in the educational system will be needed. These changes establish themselves from the educational policies that mediate this process and specifically by the restructuring of knowledge. Knowing that Physical Education has been historically linked to change in the working world and connected to an attempt to respond to some concerns raised in the routine of daily work, especially in the context of basic and public education, and as a physical education teacher, the questioning that will guide this research is: How Physical Education has contributed to the training of workers in the face of capital demands in times of crisis? To answer this problem, we will base the reordering of education from the changes in the working world: PNE 2014-2024, the reform in the High School system and the pedagogical proposal of polytechnic education of Rio Grande do Sul State. As a hypothesis of this study, we present Physical Education as a field of knowledge, which acquires particular importance in worker training process and exerts a function of adaptation to the new demands of capital. The development of this hypothesis was materialized based on the knowledge of the historical context of physical education, which shows that it is always presented as an "easy prey" to capital (Souza, 2009). This is clear in its periods of construction: Hygienist, militarist, pedagogical, sportive (Guiraldelli Jr, 1988). Face the neoliberal context of reforming public education, the current reform of high school education is based on the parameters of International Organizations, orchestrated in its content, which reinforces the protagonism the student must have on the different situations posed by employability. Therefore, the school s physical education becomes important to maintain the current order and production system as it incorporates in its content the development of motor skills to assist in this role awakening and the necessary skills to overcome every kind of situation. As a method that helps us to analyze reality, we seek reference in the dialectical historical materialism, which has its origins in the theoretical analysis of Karl Marx.