COMMON KNOWLEDGE AND HISTORICAL-CULTURAL PARTICULARITIES IN PHYSICAL EDUCATION IN TOCANTINS

Abstract

This article analyzes how the Tocantins Curriculum Document (DCT) relates the national curricular framework to historical and cultural particularities in selecting and organizing Physical Education knowledge in elementary and lower secondary education. This qualitative documentary study draws on historical-dialectical materialism and the educational foundations of historical-critical pedagogy and the critical-overcoming perspective. It examines selected provisions from the introduction and curricular organizer, comparing them with passages from Brazil’s National Common Curricular Base. Four forms of particularization are distinguished in the compared cases: temporal distribution, revisiting local references, specification of a state-level learning expectation, and recognition of a school tradition. The historical and cultural analysis examines subjects, processes, curricular location, and guidance for research and continuity, without constructing a quality scale. It identifies knowledge made explicit, external sources recommended, and connections still requiring definition. Their coexistence locates teachers’ responsibility in linking learning expectations, guidance, and research, rather than indicating a general absence of support. The study concludes that different forms of cultural recognition require examining how knowledge about manifestations and their producers is organized. Findings concern selected curricular provisions and do not assess external sources or teaching in schools.