BNCC AND THE COMPETENCIES OF PHYSICAL EDUCATION TEACHERS IN CONTINUING EDUCATION

Abstract

This study aims to identify the concept of Physical Education in the National Common Curricular Base (BNCC) and the competencies that Physical Education teachers must follow to implement the BNCC's proposal in their daily teaching practices. To this end, we mapped scientific production based on the state of knowledge, aiming to identify and systematize what has already been produced on the topic in a given time and space. The specific objectives sought to identify the BNCC's conception and the theoretical-methodological determinants presented in the document, as well as the competencies of Physical Education teachers in implementing the document's proposal in the context of basic education. We used Historical Dialectical Materialism as our research method. A bibliographic review included an analysis of the BNCC document, particularly the general and specific competencies of Physical Education. It was found that the Physical Education concept presented in the BNCC is based on students' adaptation to today's society through the acquisition of skills and abilities that structure the new educational thinking and provide sustainability for the process of productive restructuring. The BNCC advocates for Physical Education teachers to act competency-based, in order to engage with the new conditions of the world of work. Thus, the document establishes a connection between the competencies to be developed in students throughout their school career and the competencies that teachers need to develop in their daily pedagogical practice. Among the specific competencies for Physical Education teachers are planning and employing strategies to resolve challenges, interpreting and recreating values, meanings, and significance attributed to different physical practices, valuing collective work and taking a leading role in the development, experimentation, and appreciation of different physical practices.