As relações étnicos-raciais no currículo do curso de licenciatura em Educação Física da Universidade Federal do Rio de Janeiro

Abstract

This research aims to analyze the prescribed curriculum of the Physical Education Degree Course at the Federal University of Rio de Janeiro - UFRJ, in order to verify the application of the teaching of the ethnic-racial theme regulated in Law 11.645 / 2008 (former 10.639 / 2003) and the norms derived from it. To achieve this objective, we directed this study towards three specific objectives: (1) To analyze the possible epistemological implications, conceptions about the formation of the licensee, from the Political Project of the Course (PPC, 2016) of the degree course, having as reference the ethnic-racial theme; (2) Map the School document that supported the Institutional Development Plan (PDI, 2017) in order to locate possible applications and future timetable on the teaching of ethnic-racial issues; (3) Analyze the subjects' menus, observing how the ethnic-racial theme is treated, during the formation of the licensee. This research presents, briefly in the bibliographic review, the history of the discipline with its eugenic developments, with its hegemonic societal projects and with its pedagogical proposals of a technical, sports and biological character. In the methodology, documentary analysis research was used through the descriptive-historical and analysis methods (YIN, 2005). Exploratory approach with the purpose of providing the investigation of contemporary phenomena, within a context of power relations and political disputes for curricular narratives. This study was limited to a single case with a time frame, between the years 2008 and 2018. As for the results, we found three disciplines that were: Brazilian Folklore: Dance and Folguedos (EFA360); Fundamentals of Capoeira (EFL221) and Pedagogical of Capoeira (EFL605) that meet the legislation. We do not find subjects that deal exclusively with the object of study. Regarding the menus, no excerpts / words were observed that would induce the interpretation that the discipline directly addressed the theme provided for by law. Through the ―key words‖ we find possible disciplines that deal, indirectly, with the research object: Adapted Physical Education (EFC471); Introduction to the Study of Corporeality (EFA109); Fundamentals of Athletics (EFC119); Fundamentals of Capoeira (EFL221); Sociological Foundations of Education; Didactics (EDD241); Brazilian Education (EDA234); Didactics of Physical Education I (EDD545) and Didactics of Physical Education II. We conclude that the model adopted for teacher training is mediated by a conservative curriculum and little accessible to changes, especially regarding the deepening of the debate on African and Afro-Brazilian culture. We ended this study by proposing a technological tool that helps teachers and others interested in the exercise of their pedagogical practice. This interest is justified by the observation, throughout this research, that there are indications that the capoeira discipline is the reference for developing the contents of ethnicracial relations, but we questioned the question about the other disciplines and carried out a brief research in which we realized that there are more applications and websites offering handouts, articles and books with content that discuss the importance of approaching and implementing these issues on this ethnicracial theme. However, this number of collections is reduced, when we look for contents that guide this practice in the discipline. Thus, our intention is to build a free and easily accessible application that contributes to social development. In addition, users could add their lesson plans and even variations of materials or themes.