Resumo

NEIRA, Marcos Garcia. The cultural curriculum of physical education: assumptions, principles and didactic orientations. e-Curriculum [online]. 2018, vol.16, n.1, pp.4-29. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2018v16i1p4-28.

As a field of contention, the Physical Education curriculum has faced questions about its objectives, teaching and evaluation methods. After criticism of the intentions to improve physical fitness that signalized the insertion of the component in educational institutions, proposals based on psychobiology that were compromised with cognitive, affective-social and motor development were brought up . In the last decade of the last century, in synchrony with the democratization of society, the teaching of Physical Education experienced a paradigm shift: by taking inspiration from critical pedagogy, it adopted the human sciences as a reference, replaced physical exercise and movement as objects of study by corporal culture. More recently, in an effort to respond to the dilemmas faced by an increasingly pluralistic and democratic school, it has enlarged its theoretical input with the contributions of cultural studies and critical multiculturalism, redimensioned its social function and renewed its pedagogical work. This article sets out the context and assumptions of this curricular proposal called "cultural", it explains the conceptual fields that support it and, based on investigations about the experiences made, abstracts the principles that guide the teaching actions and theorizes about didactic procedures that to characterize it.

Palavras-chave : Physical Education; Curriculum; Culture.

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