The practice of cultural curriculum in Physical Education in teachers' perspective

Abstract

The cultural diversity imposes new responsibilities to the school. Far from rising into an obstacle or a problem, the co-existence with the differences is prosperous. The existence of people with a variety of cultural heritance in the same space obligates the school to elaborate a curriculum that recognizes the different cultures. All in all, the belonging to a specific group brings the specificities which shape people's cultural identity. Among countless ways, the cultural differences are expressed also by the texts produced by the manifestations of corporal cultural. Commonly, the repertory of gestures and corporal practices are cultured in the popular communities and unvalued by hegemonic curriculums. This scenario foments confusion, a distance and resistance by the pupils, or a distorted fixation of the signs of class, ethnic and gender, found in games, dances, fights, gymnastics and sports traditionally privileged in school. Aware of this problematic, a group of docents serving the public school of great São Paulo has regularly put in action a proposal sensible to the cultural diversity and committed to the development of democratic identity, the so called Physical Education cultural curriculum. With the intention of recognizing its main characteristics, the present study has the purpose of interpreting the discursive production of the teachers about their own practice. Based in conceptual field of the Cultural Studies, the critic multiculturalism and the curricular theorization of the subject, referring to the usage of bricolage, among a descriptive research and a narrative interview. The critic hermeneutic will inspire the interpretation of the material collected and its intertwinement. (AU)