Trabalho e educação física no contexto de crise do capital, indústria 4.0 e ideologia pós-moderna

Abstract

This study aims to analyze the transformations in the world of work and their impacts on educational policies, with an emphasis on Physical Education, in the context of the crises of capital, Industry 4.0, and the advancement of postmodernity. In the field of Physical Education, such transformations are observed in the implementation of policies like the National Common Curricular Base (BNCC) and the High School Reform, which introduce a technicist and utilitarian approach aligned with the needs of a neoliberal economy. This orientation tends to restrict the area to the development of operational skills, disregarding its potential for students’ humanistic and critical formation. In this sense, the aim is to understand how educational guidelines reflect the contradictions of the capitalist model and contribute to the reproduction of social inequalities. At the same time, the advance of postmodern irrationalism presents itself as an ideological strategy that reinforces adaptation to the bourgeois ideals of contemporaneity. By fragmenting knowledge and weakening critical narratives, postmodernism acts as a tool that hinders organized resistance, promoting the passive acceptance of conditions imposed by the dominant system. In light of the above, it is concluded that the struggle for education and Physical Education committed to human emancipation is an urgent task in the face of conditions imposed by neoliberalism, mercantilist logic, and the fragmentation promoted by postmodernism. Reaffirming the centrality of systematized scientific knowledge means not only resisting the attacks of capital but also building concrete alternatives to transform reality. From this perspective, Physical Education, understood as pedagogical and social praxis, can play a strategic role in promoting critical education and the fight for fairer and more dignified living conditions. Finally, this study argues that by recognizing historically produced human movement as an expression of social relations and a potential space for resistance, Physical Education transcends its technical function and positions itself as an instrument to confront inequalities and exploitation. Thus, it is inserted into the project of building a society oriented toward social justice, equality, and collective emancipation, pointing to a future where knowledge and education are at the service of overcoming the current system and achieving a full life for all workers.