Submitted by CLARA OLIVEIRA (coliveira.ef@gmail.com) on 2017-04-19T21:09:35Z No. of bitstreams: 1 Dissertação_CLARA LIMA DE OLIVEIRA.pdf: 528628 bytes, checksum: aa7d1df23b32034f1ce9f82190a5c2a7 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2017-04-20T19:47:00Z (GMT) No. of bitstreams: 1 Dissertação_CLARA LIMA DE OLIVEIRA.pdf: 528628 bytes, checksum: aa7d1df23b32034f1ce9f82190a5c2a7 (MD5) / Made available in DSpace on 2017-04-20T19:47:00Z (GMT). No. of bitstreams: 1 Dissertação_CLARA LIMA DE OLIVEIRA.pdf: 528628 bytes, checksum: aa7d1df23b32034f1ce9f82190a5c2a7 (MD5) / CNPq / A educação física, como área do conhecimento que trata da cultura corporal, tem papel importante no desenvolvimento do pensamento teórico dos indivíduos. Nos anos finais da educação básica (1º ao 3º anos do ensino médio) vemos a retirada progressiva desta enquanto componente curricular obrigatório. Com a contrarreforma do ensino médio, este processo se acelerou, condenando a juventude ao esvaziamento e rebaixamento da sua formação. Diante desta problemática, este estudo tem por objetivo responder à seguinte questão: quais são as contribuições da Pedagogia histórico-crítica e da Psicologia histórico-cultural para o trato com o conhecimento da cultura corporal no quarto ciclo de escolarização da abordagem crítico-superadora? Para responder a esta questão, traçamos os seguintes objetivos: Geral - compreender quais são os fundamentos pedagógicos e psicológicos necessários para o trato com o conhecimento da cultura corporal no quarto ciclo de escolarização (1º ao 3º anos do ensino médio) rumo à superação dos pseudoconceitos, tal como formulado pela abordagem crítico-superadora; Específicos: 1) explicar o lugar da educação física no ensino médio frente a disputa de projetos antagônicos de educação; 2) explicar o lugar da cultura corporal no desenvolvimento do pensamento teórico, a partir da Pedagogia histórico-crítica enquanto fundamento para a Psicologia histórico-cultural e a Psicologia histórico-cultural enquanto fundamento para a Pedagogia histórico-crítica; e 3) apontar e explicar quais são os fundamentos pedagógicos e psicológicos necessários no trato com o conhecimento no quarto ciclo de escolarização. Este estudo foi desenvolvido a partir de uma pesquisa bibliográfica e sob os pilares do materialismo histórico dialético e do método de exposição construído por Enguita (1993). Deste percurso concluímos que é necessário tratar o conhecimento da cultura corporal a partir de fundamentos pedagógicos e psicológicos sustentados nas concepções histórico-cultural de desenvolvimento, de adolescência, referenciados no projeto histórico comunista que permitam ao professor, através do trabalho educativo, estabelecer relações singulares, particulares e universal da cultura corporal enquanto produção humana com os seus conteúdos de ensino, permitindo aos adolescentes superar a contradição entre homem e trabalho rumo ao desenvolvimento do pensamento teórico. / ABSTRACT The physical education, as an area of knowledge dealing with body culture, plays an important role in the development of individuals' theoretical thinking. In the final years of basic education (1st to 3rd year of high school) we see the progressive withdrawal of this as a compulsory curricular component. With the counterreformation of high school, this process accelerated, condemning the youth to the emptying and relegation of their formation. Faced with this problem, this study aims to answer the following question: What are the contributions of historical-critical Pedagogy and historical-cultural Psychology for dealing with the knowledge of body culture in the fourth cycle of schooling of the critical-overcoming approach? To answer this question, we outline the following objectives: General - to understand the pedagogical and psychological fundamentals necessary to deal with the knowledge of body culture in the fourth cycle of schooling (1st to 3rd year of high school) towards overcoming pseudo-concepts, as formulated by the critical-overcoming approach; Specific: 1) explain the place of physical education in high school facing the dispute of opposing education projects; 2) to explain the place of body culture in the development of theoretical thinking, starting from historical-critical pedagogy as a foundation for historical-cultural psychology and historical-cultural psychology as a foundation for historical-critical pedagogy, and 3) to point out and explain the pedagogical and psychological foundations needed to deal with knowledge in the fourth cycle of schooling. This study was developed from a bibliographical research and under the pillars of dialectical historical materialism and the exposure method constructed by Enguita (1993). From this trajectory we conclude that it is necessary to treat the knowledge of the body culture from pedagogical and psychological foundations sustained in the historical-cultural conceptions of development, of adolescence, referenced in the communist historical project that allow the teacher through the educational work to establish singular, Individual and universal body culture as human production with its teaching content, allowing adolescents to overcome the contradiction between man and work towards the development of theoretical thinking.

For almost 200 years the University College of Physical Education and Sports in Stockholm (former Royal Central Institute of Gymnastics; GCI later GIH; Stockholm College of Physical Education and Sports) has been educating PE teachers - and still does. In the very beginning and throughout the first 100 years, gymnastics was a major part of the studies at the institute, and also in ordinary schools. Early gymnastics were invented by Per Henrik Ling, the father of the Swedish Ling gymnastics, and later developed by his son, Hjalmar Ling. The part of the Ling system called pedagogical gymnastics, consisted of “daily gymnastic training exercises”, which showed how gymnastics should be taught and performed. The aim of this thesis is to follow and describe gymnastics as a subject and its development at the PE teacher-training programme at GCI/GIH. Special attention is placed on the movement part without apparatus (the floor exercise) for male and female students. The time period studied is 1944 to 1992. The thesis consists of two separate empirical studies, with a shared interview study of 12 former teacher educators participating in both studies. Besides the above-mentioned interviews, the methods used are document analyses and visual analyses. Triangulation is used in order to follow the changes of the subject’s content, figuration and representation. The first empirical study investigates the institution of gymnastics’- collective memory, its content and legitimacy. This is done by looking at what time was allotted to the subject in relation to other subjects, and also which concepts were used in relation to floor exercise. The interviews deal with the objectives of the subject and what kind of influences the former teacher educators came in contact with. From a semiotic approach, the second study deals with visual analyses of film sequences, with floor exercises performed by male and female students. (See enclosed CD). The film material comes from the Institute’s events. The content and composition of the film sequences are analysed, and the representation of the movements is interpreted by semiotic discourse analyses. The interview study deals with the former teacher educators’ pedagogical view of the formation of the gymnastics. The results show that in 1944 the subject gymnastics took approximately 40% of the total study time. In 1992 the time allocated for gymnastics has been reduced to approximately 9%. From the 1940s to the 1970s, two separate gymnastics discourses existed, one male and one female, expressed in the movement content and in the figuration of movements. The male discourse was maintained almost intact, without any changes. The female discourse, on the other hand, was continually changed and developed over the actual period of time, strongly influenced by rhythmic and dance. When coeducation was implemented in the late 1970s, a new culture of body movements was developed – which was unisex. Between 1949 and1970 in the film material, the masculine discourse was represented by the body image of a systematically trained and disciplined body, executing corrective gymnastics exercises, according to an instrumental way of looking at physical training. The smooth, healthy looking young body image of a woman, executing rhythmical aesthetical gymnastics, according to existing values, characterised the feminine discourse. There seems to have been aesthetics fostering rationality that ruled the female gymnastics. In 1985 the representation of the body image changed, and focus on the performance of the movements disappeared. The objectives of the subject have changed from the collective, corrective and/or aesthetical form of gymnastics to a gymnastic discourse where the attention of simplifying the movements, the individual and the social climate in the group are central. Finally, the findings show that four factors have influenced the changes and development of the subject and the teacher-training programme. Firstly, changes in society in terms of equality, gender roles and a changed role of the PE teacher. Secondly, the impact of the sport discourse outweighed the status of the gymnastics discourse and its legitimacy. The cultivating values, in terms of the aesthetical schooling for the female students, disappeared. Thirdly, the striving for research-related instructions in the teachertraining programme, (urged by the state from 1977) affected both time allotments for gymnastics and sports and the relation between theoretical and practical courses. Finally, over the years, the subject gymnastics has been strongly influenced by different scientific discourses: first the medical discourse, followed by the physiological discourse and from the1980s and on, by the social scientific (pedagogical) discourse.