Esquizo-experimentações com o currículo cultural de educação física

The research sought to investigate the potentialities of what is called the cultural curriculum of Physical Education.Based on the study of the life-work of a teacher, it sought to produce a memorandum of the lines of force and power relations that are engendered in the curricular experiences guided by this teaching approach.As an intervention, it is based on a theoretical-pragmatic engagement aiming at a more vibrant, open, and powerful educational conception.It took as an empirical reference ten pedagogical experiences in three years of teaching in a Municipal Elementary School (EMEF) in São Paulo.The pedagogical enunciations of the cultural curriculum enter in the quality of testing, in a condition of fraying and under constant suspicion, since the cultural curriculum is not an assumption, something well defined by a ready and homogeneous theorization.Doubts, uncertainties, pains, mistrust, and afflictions were some of the components of the "mass of work" of the pedagogical work undertaken.The intention was, from the reports, to value the ways of life that are produced there, attributing prestige and legitimacy to the pedagogical work and the educational knowledge produced.As a target, we had the production of subjectivities, understood as processes in which people assume certain positions, characteristics, and adopt ways of thinking and acting, based on the countless social, cultural, political, and economic contexts to which they are subjected.In this perspective, we produced an absolutely original methodological cursum, inspired by cartography, schizoanalysis and research-intervention.With an absolutely qualitative profile and inspired by the concepts of happening and experimentation, we align ourselves to the philosophy(s) of difference.This is a philosophical perspective strongly opposed to the idea of totality and universality.The philosophy of difference is interested in singularity, multiplicity, immanence, and the becoming, not in the similarities, representations, and identities between things.From the schizoexperiments, we produced twenty-one virtualities related to: a) the practices of governance and control; b) the conveyed knowledge; and c) the desired subjects.The data indicate that the experiences with the cultural perspective of Physical Education do not eliminate practices of governance, regulation, and control; at most, they try to create other strategies, potentially, less authoritarian, bureaucratic, and coercive.The experiences also promoted the transmission of a type of knowledge resulting from thematization and problematization absolutely distinct from the transmission of a representational thought.Finally, the pedagogical experiments incline toward an educational project that radicalizes subjectivation to the point of directing itself toward a great telos, which is the production of non-fascist subjectivities.In short, the virtualities indicate that the curricular experiences with the cultural theorization of Physical Education directly related to the concept of difference (in its broadest conception), of happening, multiplicity and the processes of singularization, act as sabotage devices, by undertaking small sabotages in the school machinery producing dominant subjectivities related to the capitalist axiomatics

Curriculum · Legitimacy · Pedagogy · Physical education · Political science · Politics · Sociology · Value (mathematics · Education Pedagogy and Practices · Physical Education and Gymnastics · Physical Education and Sports Studies

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