THE DEINTELLECTUALIZATION OF SCHOOL PHYSICAL EDUCATION IN THE BNCC: COMPETENCIES, CURRICULUM, AND HUMAN FORMATION
DOI:
https://doi.org/10.66104/evf4sj23Keywords:
BNCC; competency-based pedagogy; school Physical Education; curriculum; human formation.Abstract
This article critically analyzes the curricular reconfiguration promoted by the Brazilian National Common Curricular Base (BNCC) based on competency-based pedagogy and its impacts on school Physical Education. Grounded in historical-dialectical materialism, the study is characterized as a theoretical essay with a qualitative approach, articulated through documentary analysis of the BNCC and dialogue with authors from the fields of critical curriculum theory and historical-critical pedagogy. The study assumes that contemporary curricular reforms are linked to the transformations of capitalism and neoliberal rationality, redefining the role of schools, curriculum, and human formation. The analysis demonstrates that the centrality attributed to competencies and skills shifts the focus from systematized knowledge to the development of adaptive, performative, and socio-emotional capacities aligned with the demands of productive flexibility and employability. In the field of Physical Education, this process contributes to the intellectual emptying of the area by subordinating the critical appropriation of body culture to behavioral and functional competencies. It is concluded that the BNCC expresses a pragmatic and instrumental curricular rationality, producing significant impacts on school education, teaching work, and the critical potential of Physical Education, reinforcing the need to defend pedagogical perspectives committed to omnilateral formation and human emancipation.
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Copyright (c) 2026 Lucas Xavier Brito, Antenor de Oliveira Silva Neto, Anaru Pereira Fernandes, Lucas Rodrigues Borges
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