PHYSICAL EDUCATION IN INTEGRATED HIGH SCHOOL FROM THE LEGAL FRAMEWORK: FROM DENIAL TO POSSIBILITIES

This study aims to analyze how Physical Education (PE) could be conceived in Integrated High School (IHS) at Federal Institutes, based on different Brazilian legal documents, tensioned with the theoretical and conceptual assumptions that conceive it as a curricular component, integrated with the pedagogical project. We developed a qualitative, descriptive, and documentary research based on the legal frameworks. We resorted to the hermeneutic perspective to understand PE legal propositions in IHS. The data indicate that work, science, technology, and culture are understood as inseparable dimensions of human formation and need to ground the educational proposals of IHS curricular components. Regarding PE in this educational modality, the knowledge of its specificity and its particularities should, whenever possible, be linked to the knowledge of other curricular components in at least three distinct dimensions, interdependent or not: with those in the field of languages; with those in the general training nucleus; those in the vocational area. Thus, we understand that PE is responsible to contribute on the formation of political subjects, providing a basic framework that can help them exercise citizenship, in the context of a republican and democratic society. In this sense, students, upon completing the IHS, need to clearly understand and relate with the universe of body movement culture, articulating the knowledge produced in this context with other life dimensions. RESUMO: Este estudo objetiva analisar como poderia ser concebida a Educação Física (EF) no Ensino Médio Integrado (EMI) nos Institutos Federais a partir dos diferentes documentos legais brasileiros, tensionados com os pressupostos teórico-conceituais que a concebem como um componente curricular integrado ao projeto pedagógico. Para isso, foi desenvolvida uma pesquisa qualitativa, descritiva e documental que, com base nos marcos legais, recorreu à perspectiva hermenêutica para tentar melhor compreender as proposições legais para a EF no EMI. Os dados mostram que trabalho, ciência, tecnologia e cultura são entendidos como dimensões indissociáveis da formação humana e necessitam estar na base das propostas educacionais dos componentes curriculares no EMI. No que se refere à EF inserida nesta modalidade educacional, sempre que possível os conhecimentos de sua especificidade e suas particularidades deveriam articular-se aos conhecimentos dos demais componentes curriculares em, pelo menos, três dimen