AS NOVAS DCNS PARA OS CURSOS DE EDUCAÇÃO FÍSICA NO BRASIL:

Abstract

This text aims to analyze the curricular implications in the fields of culture, body and education caused by the institution of the new National Curriculum Guidelines, DCNs, of the Graduate Courses in Physical Education, edited by the National Council of Education in December 2018. To weave the In writing, we adopted the documentary research methodology, which allowed us to reflect on what types of curricula are presented in the Ministry of Education proposal and what formative bases are expressed in the document. The theoretical foundations were built in the DCNs and authors who debate the legitimacy of Physical Education, Body, Culture and Education in the process of emancipation of the subjects as BAHU, L.Z. AND CARBONATTO (2015); CASTELLANI FILHO (1998); ARROYO (2000); BHABHA (2007); Gomes (2017); SILVA (2018). Reflections resulted from the perceptions about the intentions of the proposal to maintain curricular fragmentation, either undergraduate or baccalaureate. We defend the professional formation in Physical Education in theories, practices and innovations, as well as the mastery of techniques, epistemologies and recognition of related curricula, without drastic ruptures in the same field of study.