PHYSICAL EDUCATION IN THE FIRST GRADES IN ELEMENTARY SCHOOL

a space for dispute and conquest

Abstract

This paper is the synthesis of a research whose main objective is to understand how Physical Education has been constituted - in the knowledge hierarchy - in the curriculum of the first grades in an Elementary School in Pelotas, RS, since the discussion and construction of its Political- Pedagogical Project, Study Plan, and School Rules. It is a qualitative research which shows that the school, through its agents, transforms, reorganizes, and changes official and non-official policies. I have also concluded that the school develops its policies according to its views of education expressed in texts and documents and that the dispute process in the construction and implementation of curriculum policies is neither fixed nor closed, but involves constant power relations.