Ensino médio integrado no Instituto Federal do Amapá, campus Santana - AP: uma análise sobre a perspectiva da educação física na formação dos sujeitos da classe trabalhadora (2016 – 2022)

Abstract

The present dissertation aims to analyze how Physical Education is configured for medium level training integrated with professional and technical education offered at the Instituto Federal de Educação, Ciência e Tecnologia do Amapá (IFAP) – Campus Santana. Indeed, we covered the themes related to secondary education, the world of work and Physical Education in order to understand their role in the political, social and economic conjuncture. This conjuncture underlying the very institutionalization of Instituto Federal to this modality of education. In this way, we consider it an important reflection to look at both educational policies and the policies of these institutions. In order to see the interfaces in secondary education, aimed at working class subjects, with a view to meeting the expectations of the productive sector. Considering the interferences that capitalist society brings to the training model, under historical determinations, we discuss how this affects the Education project and, consequently, the objectives and outlines for Physical Education in the school environment. Based on the theoretical discussions of Ramos (2008), Frigotto (2006), Carnoy (1987), Manacorda (2007), Freire (2011), Souza and Benites (2021) among others, we visualize the articulation between the role of the State and the social function of the school. Thus, the research arises from the central question that asks: how is Physical Education constituted in the perspective of middle-level training integrated with the professional and technical education offered at IFAP — Campus Santana, based on the concepts that guide its teaching? Our methodological theoretical support is aligned with historical-dialectical materialism, given the context in which the social relations established for this type of training are inserted. To surround the research object, we resorted to documentary research procedures. Indeed, we immersed ourselves in the analysis of documents produced at IFAP — Campus Santana, from January 2016 to December 2022. In addition to Brazilian legislation and educational data from the last 11 years, interpreted through Content Analysis from the elements of operational procedures proposed by Bardin. (2016). The results obtained in this research showed that the number of enrollments in EMIEPT in Santana-AP grew 220.8% in the period from 2016 to 2022, maintaining the growth trend observed in the North region (97.5%), Amapá (386.1 %) and Brazil (103.9%). From these data, the percentage ratio of enrollments in Santana in relation to Amapá, revealed a growth that went from 7.66% to 19.61%. This allows to conclude that Santana-AP has a significant participation in the formation of integrated secondary education in the State of Amapá. The study also revealed that Physical Education has potential in various spaces of human life. Depending on how it is taken to the school environment, it may or may not be an ally in the search for overcoming the structural duality and utilitarian teaching. In addition, in the high school courses offered at Campus Santana, Physical Education presents characteristics of three pedagogical concepts. These concepts constitute the participation of working class subjects in social, cultural and sports life, in the reflective process of critical thinking and reading reality.