Educação Física no Novo Ensino Médio: implicações pedagógicas a partir da produção acadêmica

Abstract

This study focuses on Physical Education within the context of the New Secondary Education Reform (Novo Ensino Médio – NEM), analyzing its pedagogical implications based on recent academic production. The research aimed to answer the following question: What are the implications of the changes introduced by the NEM for the pedagogical work of Physical Education, as identified in the academic literature? The general objective was to understand the historical, political, and pedagogical foundations of the reform and its effects on the field, supported by a systematization of academic studies. This qualitative research was conducted through a bibliographic review in academic databases and organized into three stages: a survey of general studies on the reform, selection of works specifically addressing Physical Education, and in-depth analysis of the selected studies. The results revealed that the reform, grounded in neoliberal policies, provoked curricular flexibilization, an increase in full-time school hours, and the introduction of formative itineraries, which generated criticism concerning its imposed character and the intensification of educational inequalities. In Physical Education, findings highlighted a reduction in class hours, its partial removal from the mandatory curriculum, and the reduction of subject-specific content, compromising students’ comprehensive education and weakening the pedagogical identity of the discipline. Therefore, the NEM exacerbates educational precarization and demands a critical stance from teachers to develop alternatives that ensure the appreciation of public schools and the preservation of their curricular components.