A relevância da educação física escolar no Ensino Médio Integrado da Educação Profissional e Tecnológica: disciplina posta em segundo plano?

Abstract

This study examines the relevance of School Physical Education (SPE) as a curricular component in the Integrated High School Program for Professional and Technological Education (EPT), questioning its recurring “undervaluation” in light of the central role accorded to technical components. Based on a literature review and the author’s autobiographical reflection, the study investigates the institutional, cultural, and structural factors that contribute to the perception of SPE as a component of lesser importance in the curriculum, in light of the author’s experiences as a teacher. The critical analysis reveals that the hegemony of a technocratic logic and curricular fragmentation are decisive factors in the peripheral position of PE, reflected both in the distribution of class hours and in the lack of interdisciplinary practices and investments in infrastructure. On the other hand, it is demonstrated that PE, when valued, contributes decisively to the development of physical and socio-emotional competencies and to the holistic education of students, linking theory and practice, body and mind, citizenship, and the world of work. The theoretical framework, grounded in authors such as Freire, Frigotto, and the Coletivo de Autores, reinforces the need to reposition Physical Education as an essential formative pillar, aligning with the omnilateral proposal of EFA. As potential interventions, we propose revising the Political-Pedagogical Projects, promoting interdisciplinary projects, raising awareness and providing ongoing professional development for teachers, improving physical conditions, and strengthening student leadership. It is concluded that the valorization of Physical Education is a necessary condition for overcoming technicality and consolidating an integrated, democratic, and emancipatory education in Integrated Secondary Education in Professional and Technological Education.