Mercado de planejamento do ensino: implicações para o trabalho pedagógico na Educação Física

Abstract

This paper addresses the topic of teaching planning, aiming to analyze materials sold on the internet for Physical Education, based on the assumptions of Historical-Critical Pedagogy (PHC). Four products advertised on social networks were selected and acquired, subjected to hermeneutic-dialectical analysis, using as reference the concepts of content/school knowledge of the PHC and the role of the teacher in their production for teaching purposes. The materials acquired and analyzed follow the National Common Curricular Base (BNCC), reproducing the logic of competencies, and present gaps regarding the elements of planning from a didactic perspective. Although they promise to optimize the teaching routine, they do not offer a sufficient basis for a supposed direct application in the classroom, as they promise. It is concluded that these products weaken the teacher's autonomy and reflect the precariousness of teaching work.