For a long time, Physical Education was far from Adult Education. The legislation of this teaching modality and pedagogical pratices that do not consider the singularities of its public produce this situation. Anchored in conceptions of classes as moments of strenuous physical exercises, and therefore would not be suitable for these students, frequency is unnecessary and sometimes even the curricular component. In many cases, when they happen, the classes are treated as mere "activities", leaving aside the pedagogical character and performing practices that would fit in other spaces, such as clubs and academies. Despite the discouraging situation, the topic has aroused the interest of researchers. Although still small, the scientific production on the subject indicates the emergence of another way of understanding Physical Education in the Adult Education. With this purpose, experiences with the so-called cultural curriculum were developed and analyzed in an Integrated Center for Adult Education, in São Paulo. Adopting the method of the descriptive research and cultural analysis as a way of interpreting the experiences, reports and interviews with students, teachers and school administrators and pedagogical documents, it was possible to recognize the power of the cultural Physical Education in the Adult Education, thanks to the dialog with people envolved and with the current social context. The research recognizes different meanings attributed to the curricular component and realizes such polyphony as a result of the current social context, Post-Modernity. The study also identifies some specificities of the cultural curriculum when it is performed in the Youth and Adult Education modality: the establishment of routines in the classes aiming at the better participation of the disabled students and a look at the corporal abilities involved in the themed corporal manifestations bring the balance and the participation of all. It is concluded, therefore, that the cultural curriculum of Physical Education presents itself as a possibility of change to the current scenario of Physical Education in the Adult Education.
RESUMOContrariando a visão hegemônica que concebe a Educação Física na Educação de Jovens e Adultos como experiência formativa irrelevante ou destinada simplesmente a exercitar e relaxar os corpos com vistas a compensar os esforços laborais da população trabalhadora, relatamos uma experiência pedagógica realizada num Centro Integrado de Educação de Jovens e Adultos em que se tematizou o slackline a partir dos pressupostos teórico-metodológicos da perspectiva cultural do componente. Na avaliação dos estudantes, muitos deles com deficiências, o trabalho proporcionou o acesso a uma prática corporal até então desconhecida e a oportunidade de arriscar-se e vencer desafios corporais. Palavras-chave:Educação de Jovens e Adultos. Educação Física. Currículo cultural.
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