Contribuições da biomecânica para o trabalho pedagógico na educação física escolar à luz da abordagem crítico-superadora e da pedagogia histórico-crítica: limites e possibilidades a partir da utilização do software dipa©

Abstract

The object of the present investigation is to deal with the knowledge of Biomechanics specifically about Body Posture in the formation of teachers and in the school curriculum. The issue concerns the denial of this knowledge as a heritage of humanity and its contribution to raising the cultural standard of teachers and students with regard to Body Posture as a classic knowledge of Biomechanics of the human movement and sport. The synthesis question concerns the possibility of considering this classic knowledge in the training of teachers and in the school curriculum taking into account the application of the technology developed by the postural assessment software DIPA© and the contributions of the Pedagogia Histórico-crítica and the Psicologia Histórico-cultural to raise the theoretical capacity of teachers and students. The aim of the investigation is to present a propositional synthesis on the use of DIPA© from the contributions of the Abordagem Crítico-superadora of the Pedagogia Histórico-crítica and the Psicologia Histórico-cultural to the teacher training and the school curriculum. The methodological path implied starting from the concrete, from the social practice of Teacher Education and from the school curriculum where we found the denial of this knowledge in the curriculum, we also carried out an analysis of the literature that we delimited considering the criterion of the contribution to the debate on Body Culture, Physical Education, health , Biomechanics, Body Posture and school curriculum which culminated in the Pilot Experience Posture in Calabar and Posture at Colégio Estadual Marcílio Dias (Salvador / BA). The analyzed data allow us to present a conclusive proposition for the teaching of Biomechanics specifically of the content Body Posture from subsidies of the Psicologia Histórico-cultural of Pedagogia Histórico-crítica and the Abordagem Crítico-superadora to Physical Education teaching. Thus, overcoming the fragmentation in dealing with knowledge and the denial of this content, both in the training of teachers and in the school curriculum.