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Educação Física E Culturas: Ensaios Sobre a Prática

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Educação Física E Culturas: Ensaios Sobre a Prática EDUCAÇÃO FÍSICA E CULTURAS ENSAIOS SOBRE A PRÁTICA 0_iniciais.indd 1 30/01/12 09:27 0_iniciais.indd 2 30/01/12 09:27 MARCOS GARCIA NEIRA, MARIA EMILIA DE LIMA E MÁRIO LUIZ FERRARI NUNES (Organizadores) EDUCAÇÃO FÍSICA E CULTURAS: ENSAIOS SOBRE A PRÁTICA São Paulo FEUSP 2012 0_iniciais.indd 3 30/01/12 09:27 Faculdade de Educação da Universidade de Educação Revisão do texto: Selma Amaral de Freitas 3URMHWRJUiÀFRHGLDJUDPDomR7kQLD5HJLQDGH/DMRQTXLqUH &DWDORJDomRQD3XEOLFDomR 6HUYLoRGH%LEOLRWHFDH'RFXPHQWDomR )DFXOGDGHGH(GXFDomRGD8QLYHUVLGDGHGH6mR3DXOR ((GXFDomRItVLFDHFXOWXUDVHQVDLRVVREUHDSUiWLFD0DUFRV*DUFLD1HLUD Maria Emilia de Lima, Mário Luiz Ferrari Nunes (organizadores) – São Paulo: FEUSP, 2012. S ISBN: 978-85-609-4436-1 (GXFDomRItVLFD$VSHFWRVVRFLDLV(GXFDomRItVLFDHVFRODU-RJRV I. Neira, Marcos Garcia. II. Lima, Maria Emilia de. III. Nunes, Mário Luiz Ferrari. CDD 796.07 – 22 ed. 0_iniciais.indd 4 30/01/12 09:27 Sumário Apresentação 7 Ameba, Real, Chinesa, Baleado: protagonizando jogos de queimada 13 Futebol e representações sociais na escola 31 Zum Zum Zum Zum Capoeira mata um? 49 Tematizando lutas nas aulas de Educação Física 65 Danças eletrônicas: do intervalo às aulas de Educação Física 83 Futebol e voleibol: que “jogos” são esses? 97 Futebol americano: borrando fronteiras 127 Educação Física no Maternal II: sem essa de “Galinhão” 147 0_iniciais.indd 5 30/01/12 09:27 1_apresentacao.indd 2 27/01/12 15:03 Apresentação a Educação Física atual convivem propostas de variados matizes. Algumas perseguem a melhoria dos aspectos Nmotores, sociais, cognitivos e afetivos; outras, buscam o al- JHUJLKLWHKYLZ[PWPÄJHKVZKLJVTWVY[HTLU[VLHPUKHOmHX\LSHZ X\LWYVTV]LTVKLZLU]VS]PTLU[VKHZJVTWL[vUJPHZKLZLQHKHZWHYH PUZ[H\YHsqV KL \TH ]PKH ÄZPJHTLU[L H[P]H 5LZ[LZ JHZVZ HNYLNHT VZZPNUPÄJHKVZLZLU[PKVZWLY[LUJLU[LZHVZNY\WVZKVTPUHU[LZL]LPJ\SHT representações hegemônicas de mundo, reduzindo o espaço para a THUPMLZ[HsqVKLV\[YHZJVUJLWsLZ*VUZLX\LU[LTLU[LHZH\SHZKV JVTWVULU[L ZL JVUÄN\YHT JVTV JHTWVZ MLJOHKVZ PTWLYTLm]LPZ HV KPmSVNV JVT V WH[YPTUPV J\S[\YHS JHYHJ[LYxZ[PJV KH KP]LYZPKHKL X\L JVHIP[H H ZVJPLKHKL ;HPZ WYVWVZ[HZ ZL JVHK\UHT JVT \T WYVQL[VWLKHN}NPJVPKLHSPaHKVWLSHZVJPLKHKLULVSPILYHSUHX\HSV mercado, a competitividade e a meritocracia são palavras de ordem. 6KLZJVUMVY[VJVTLZZLX\HKYVLHI\ZJHKLHS[LYUH[P]HZ]LT TV[P]HUKVKLZKLWYVMLZZVYLZKL,K\JHsqV-xZPJHX\LH[\HTLT LZJVSHZ WISPJHZ L WYP]HKHZ H ZL YL\UPYLT X\PUaLUHSTLU[L UHZ KLWLUKvUJPHZ KH -HJ\SKHKL KL ,K\JHsqV KH <UP]LYZPKHKL KL :qV Paulo para debater, estudar, propor, experimentar e avaliar alterna- tivas, trata-se do Grupo de Pesquisas em Educação Física Escolar da Faculdade de Educação da Universidade de São Paulo. Durante os encontros, são discutidos os referenciais [L}YPJVZX\LHQ\KHTHWPU[HYJVTV\[YHZJVYLZHWHPZHNLTWLKHN}NP - JH KV JVTWVULU[L )\ZJHUKV PUZWPYHsqV UVZ WYLZZ\WVZ[VZ [L}YPJVZ KVZ ,Z[\KVZ *\S[\YHPZ L KV T\S[PJ\S[\YHSPZTV JYx[PJV L_WLYPvUJPHZ J\YYPJ\SHYLZ ZqV WSHULQHKHZ JVSVJHKHZ LT WYm[PJH L HUHSPZH - KHZ JYx[PJH L JVSL[P]HTLU[L *VTV VIQL[P]V H ZLY HSJHUsHKV V X\L ZL ]PZS\TIYH t \TH ZVJPLKHKL X\L JVUZPKLYL WYPVYP[mYPV V J\TWYPTLU[VKVKPYLP[VX\L[VKVZVZZLYLZO\THUVZ[vTKL[LY\TH ]PKHKPNUHLTX\LZLQHTWSLUHTLU[LZH[PZMLP[HZZ\HZULJLZZPKHKLZ 7 1_apresentacao.indd 7 27/01/12 15:03 Educação Física e culturas: ensaios sobre a prática ]P[HPZZVJPHPZLOPZ[}YPJHZ,T[HSJVU[L_[VVZZPNUPÄJHKVZZ}WVKLT ZLY!LX\PKHKLKPYLP[VZQ\Z[PsHZVJPHSJPKHKHUPHLLZWHsVWISPJV <TH HsqV KPKm[PJH KH ,K\JHsqV -xZPJH JVTWYVTL[PKH JVT LZZH]PZqVHV[LTH[PaHYHZWYm[PJHZJVYWVYHPZX\LZ[PVUHVZTHYJH - KVYLZZVJPHPZULSHZWYLZLU[LZ!JVUKPsLZKLJSHZZLL[UPHNvULYV Ux]LPZKLOHIPSPKHKLSVJHSKLTVYHKPHOPZ[}YPHZWLZZVHPZYLSPNPqV LU[YL V\[YVZ <TH WYVWVZ[H J\YYPJ\SHY JVT LZZL [LVY YLJVYYL n política da diferença por meio do reconhecimento das linguagens JVYWVYHPZKHX\LSLZNY\WVZZVJPHPZX\HZLZLTWYLZPSLUJPHKVZ<TH WYVWVZ[H KL ,K\JHsqV -xZPJH LUNHQHKH UH S\[H WLSH [YHUZMVY - THsqV ZVJPHS WYLZ[PNPH KLZKL ZL\ WSHULQHTLU[V WYVJLKPTLU[VZ KLTVJYm[PJVZ WHYH H KLJPZqV KVZ [LTHZ KL LZ[\KV L H[P]PKHKLZ KL LUZPUV" ]HSVYPaH L_WLYPvUJPHZ KL YLÅL_qV JYx[PJH KHZ WYm[PJHZ corporais do universo vivencial dos alunos para, em seguida, HWYVM\UKmSHZLHTWSPmSHZTLKPHU[LVKPmSVNVJVTV\[YHZYLWYL - sentações e manifestações corporais. 5LZZH WLYZWLJ[P]H HX\P KLUVTPUHKH ¸J\S[\YHS¹ H L_WLYPvU - JPHLZJVSHYt\TJHTWVHILY[VHVKLIH[LHVLUJVU[YVKLJ\S[\YHZ L n JVUÅ\vUJPH KH KP]LYZPKHKL KL THUPMLZ[HsLZ JVYWVYHPZ KVZ variados grupos sociais. As aulas de Educação Física são arenas de disseminação de sentidos, de polissemia, de produção de PKLU[PKHKLZ ]VS[HKHZ WHYH H HUmSPZL PU[LYWYL[HsqV X\LZ[PVUH TLU[VLKPmSVNVLU[YLLHWHY[PYKHZJ\S[\YHZ (ÄUHS ZL H LZJVSH MVY JVUJLIPKH JVTV HTIPLU[L HKLX\HKV WHYHHUmSPZLKPZJ\ZZqV]P]vUJPHYLZZPNUPÄJHsqVLHTWSPHsqVKVZ ZHILYLZ YLSH[P]VZ nZ THUPMLZ[HsLZ JVYWVYHPZ WVKLYm HSTLQHY H formação de cidadãos capazes de desconstruir as relações de WVKLYX\LOPZ[VYPJHTLU[LPTWLKPYHTVKPmSVNVLU[YLVZKPMLYLU[LZ 8 1_apresentacao.indd 8 27/01/12 15:03 apresentação YLWYLZLU[HU[LZ KHZ WYm[PJHZ JVYWVYHPZ 6 X\L ZL [LT JVTV WYLZZ\WVZ[V t X\L LT \TH LK\JHsqV KLTVJYm[PJH UqV L_PZ[LT IYPUJHKLPYHZ KHUsHZ S\[HZ LZWVY[LZ V\ NPUmZ[PJHZ TLSOVYLZ V\ piores. Por essa razão, a perspectiva cultural da Educação Física tem condições de borrar as fronteiras e estabelecer relações entre as variadas manifestações da gestualidade sistematizada, de forma H]PHIPSPaHYHHUmSPZLLVJVTWHY[PSOHTLU[VKL\THTWSVSLX\LKL ZLU[PKVZLZPNUPÄJHKVZ (V JVUJLILY H LK\JHsqV JVTV PUZ[Y\TLU[V KL Q\Z[PsH ZVJPHS L WYm[PJH ZVJPHS M\UKHTLU[HS WHYH H JVUZVSPKHsqV KH ZVJPLKHKL KLTVJYm[PJH Z} t WVZZx]LS KLMLUKLY H Q\Z[H KPZ[YP buição dos recursos públicos e o reconhecimento da dignidade, bem como das vozes de todas as pessoas, na composição do LZWHsVJVSL[P]V,PZVX\LKPZ[PUN\LHWYVWVZ[HPU]LZ[PNHKHWLSV .Y\WVKL7LZX\PZHZLPZVZL\JHYm[LY Quando os professores ousaram romper com a tradição da mYLH L TLZTV UH H\ZvUJPH KL TVKLSVZ V\ N\PHZ KL YLMLYvUJPH JVUZ[Y\xYHT L KLZLU]VS]LYHT JVUQ\U[HTLU[L JVT ZL\Z HS\UVZ \TH WYm[PJH WLKHN}NPJH J\S[\YHSTLU[L VYPLU[HKH TVZ[YHYHT THPZ\TH]LaX\LHLZJVSHt\TLZWHsVKLWYVK\sqVKLJVUOLJP - mentos relevantes. Os ensaios presentes neste livro constituem-se em um YLNPZ[YV KHZ L_WLYPvUJPHZ KL X\LT ZL HYYPZJV\ H MHaLY KPMLYLU[L ,K\JHKVYLZ X\L TV]PKVZ WLSH JYLUsH UH WVZZPIPSPKHKL KL \TH sociedade menos desigual, ousaram buscar alternativas para JVTIH[LY HZ YLWYLZLU[HsLZ L H Ä_HsqV KL ZPNUVZ KH J\S[\YH KVTPUHU[L WVY TLPV KHZ H\SHZ KL ,K\JHsqV -xZPJH V\ ZLQH ZL YLILSHYHT JVU[YH V LUNLZZHTLU[V X\L PUZPZ[LU[LTLU[L 9 1_apresentacao.indd 9 27/01/12 15:03 Educação Física e culturas: ensaios sobre a prática HZÄ_PHVJVTWVULU[L (V JVSVJHYLT LT HsqV \TH WYVWVZ[H X\L [LUJPVUH H MVYTHsqV KL Z\QLP[VZ WHYH WYVTVsqV L S\[H WLSH LX\PKHKL ZVJPHS L X\L WVY PZZV YLJVYYL HV KPmSVNV KLJPZLZ L H[\HsLZ fundadas na responsabilidade individual e coletiva, os professores caminharam por trilhas incertas. Ora, a pedagogia cultural YLPU]LU[H VZ TLJHUPZTVZ KL YLN\SHsqV WVSx[PJH L WLKHN}NPJH X\HUKV JVSVJH UV TLZTV WH[HTHY HZ [tJUPJHZ JPLU[xÄJHZ L J\S[\YHPZVZZHILYLZHJHKvTPJVZLKVJV[PKPHUVHJPvUJPHTVKLYUH e outras formas de explicar a realidade . De muitas formas, a perspectiva cultural da Educação Física traz para o interior da cultura escolar as diversas produções sistematizadas nas mais variadas formas de expressão corporal, o X\LYLHSsHZL\MVJVUHKP]LYZPKHKL*HKH\THKHZTHUPMLZ[HsLZ culturais corporais, ao ser tematizada pelas atividades de ensino, WVZZPIPSP[H \T [YHIHSOV WLKHN}NPJV X\L KL THULPYH HY[PJ\SHKH HVZ VIQL[P]VZ PUZ[P[\JPVUHPZ KLZJYP[VZ UV 7YVQL[V 7LKHN}NPJV KH LZJVSHWYVWVYJPVUH\TWYVJLZZVWLYTHULU[LKLYLÅL_qVHJLYJHKVZ WYVISLTHZZVJPHPZX\LHLU]VS]LTV\LU]VS]LYHTUVZL\JVU[xU\V WYVJLZZVKLJVUZ[Y\sqV7LYTP[LHPUKH\THYLÅL_qVZVIYLVTVKV JVTV JHKH THUPMLZ[HsqV t YLWYLZLU[HKH WLSVZ KPZ[PU[VZ NY\WVZ ZVJPHPZ ]PZ[V X\L V J\YYxJ\SV J\S[\YHS WYVJ\YH WYVISLTH[PaHY JVUOLJPTLU[VZ H ÄT KL JVU[YPI\PY WHYH H JVUZ[Y\sqV KL \TH ZVJPLKHKLTHPZKLTVJYm[PJHLLX\P[H[P]H 0UMLSPaTLU[L H JHYvUJPH KL PU]LZ[PNHsLZ TPU\JPVZHZ ZVIYL HZ L_WLYPvUJPHZ Qm YLHSPaHKHZ [LT KPÄJ\S[HKV \TH JVTWYLLUZqV THPZWYVM\UKHKHX\PSVX\LZLMHaVX\LYLZ\S[HUHPU[PTPKHsqVKL L]LU[\HPZ V\ZHKPHZ L PU]PHIPSPaH UV]HZ JVUX\PZ[HZ HStT KL 10 1_apresentacao.indd 10 27/01/12 15:03 apresentação KPÄJ\S[HY H KPZZLTPUHsqV KVZ H]HUsVZ 5\UJH t [HYKL WHYH SLTIYHYX\L\THWYm[PJHZLTHKL]PKHYLÅL_qV[YHUZMVYTHZLLT TLYH YLWYVK\sqV i JLY[V X\L VZ WYVMLZZVYLZ X\L WHY[PJPWHT das reuniões do grupo acumulam conhecimentos produzidos TLKPHU[LPU[LYWYL[HsLZKHZWY}WYPHZ]P]vUJPHZ *VT V VIQL[P]V KL KVJ\TLU[HY H WYm[PJH L TLSOVY YLÅL - [PY ZVIYL HZ HsLZ KLZLU]VS]PKHZ HZ L_WLYPvUJPHZ ]P]PKHZ MVYHT registradas em relatos escritos e terminaram por constituir-se num PTWVY[HU[L TH[LYPHS KL LZ[\KV WLZX\PZH L MVYTHsqV K\YHU[L VZ LUJVU[YVZ X\PUaLUHPZ 6JHZPLZ LT X\L JHKH WYVMLZZVY [L]L V seu trabalho analisado e recebeu sugestões dos pares, visando elucidar algum aspecto pouco abordado na narrativa inicial- mente apresentada. Finalizada a etapa coletiva, outros colegas VMLYLJLYHTZL WHYH YLHSPaHY \TH SLP[\YH JYx[PJH KH WYm[PJH KLZJYP[HLJVTLU[HYHL_WLYPvUJPHHWHY[PYKVZJHTWVZ[L}YPJVZKVZ Estudos Culturais e do multicutualismo crítico. Os resultados desse percurso estão reunidos nesta obra. ,ZWLYHZL X\L V WYVK\[V ÄUHS WHYH HStT KH KP]\SNHsqV dos conhecimentos produzidos no âmbito do Grupo de 7LZX\PZHZ LT ,K\JHsqV -xZPJH LZJVSHY KH -,<:7WVZZH Z\IZPKPHY uma melhor compreensão da perspectiva cultural do componente e, principalmente, convidar outros professores a experimentarem uma VYPLU[HsqVKPKm[PJHZLUZx]LSnKP]LYZPKHKLJ\S[\YHSLJVTWYVTL[PKH JVTHMVYTHsqVKLPKLU[PKHKLZKLTVJYm[PJHZ Marcos Garcia Neira :qV7H\SVQHULPYVKL 11 1_apresentacao.indd
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