Escolar e não escolar: da nomeação ao problema dos âmbitos de atuação em Educação Física

Abstract

This thesis investigates the effects of the naturalization of the expression “non-school” as a designator of spheres of practice in Physical Education, adopting Foucauldian problematization as an operational approach to understand its implications for initial training and professional practice. It is based on the premise that such designation functions as a device of hierarchy, influencing the conceptualization of pedagogical strategies, curricular organization, and adaptation to labor market demands. The production of results, presented in the form of problems, was carried out through an instrument developed using the Jamboard platform, called the “problem clothesline”. The dialogue with faculty members from the Structural Teaching Core of a Physical Education course revealed the complexity underlying the field’s constitution, marked by disputes, instabilities, and recurring fragmentation among training pathways. Resolution CNE/CES nº 06/2018 emerges as an element that, far from pacifying, accentuates the discrepancies between teaching and bachelor’s degrees, operating under strong influence of neoliberal rationalities. The silent hierarchy between academic degrees, combined with the hegemony of sport and the epistemological fragility of the area, reinforces the symbolic exclusion of diverse knowledges and experiences. Finally, the CONFEF/CREF system is highlighted as a disciplinary instance that imposes surveillance and shapes the model of the desired professional. As a conclusion, the emergence of a desire for unification is evidenced — not as a nostalgic return, but as a critique of the effects of institutional division on the materiality of teaching work and the increasingly market-aligned normative governance.