PHYSICAL EDUCATION AND THE BNCC: A LOOK AT THE BODY CULTURE OF MOVEMENT IN PEDAGOGICAL PRACTICE

Abstract

This article discusses the similarities and differences between the Brazilian National Common Curriculum Base (BNCC) and the body culture of movement in school Physical Education. The inclusion of body culture in the curriculum is a step forward, considering movement and the body as cultural expressions and fundamental languages ​​for the integral development of students. However, the curricular standardization imposed by the BNCC limits the autonomy of teachers and hinders adaptations that consider cultural and regional specificities. The technocratic approach and the influence of external training for the market, according to neoliberal trends, restrict the emancipatory role of Physical Education, diverting the focus from inclusion and cultural diversity. Furthermore, teacher training is identified as a key element in addressing these demands, since qualified teachers can adapt to the BNCC guidelines and provide an inclusive pedagogical practice. It concludes that the BNCC should promote greater curricular flexibility, enabling the appreciation of cultural diversity and the critical development of students. Based on the analyses carried out, the study contributes to the debate on the implementation of the BNCC (National Common Core Curriculum), indicating a Physical Education that respects plurality and presents a more contextualized and civic education.