Nombre: DAYSE ALISSON CAMARA CAUPER
Fecha de publicación: 19/11/2025
Junta de examinadores:
Nombre |
Papel |
|---|---|
| AMARILIO FERREIRA NETO | Presidente |
| ANDREA BRANDAO LOCATELLI | Examinador Externo |
| ANDRE DA SILVA MELLO | Examinador Interno |
| CORIOLANO PEREIRA ROCHA JÚNIOR | Examinador Externo |
| VICTOR DE ANDRADE MELO | Examinador Externo |
Sumario: This thesis analyzes the prescriptions for the teaching of Physical Education in the Military Colleges, produced within the Brazilian Military College System (SCMB) between 2002 and 2021. In particular, it investigates the participation of civilian teachers in the drafting and revision of these documents, which constitute didactic-pedagogical devices that guide teaching practices in this subject area. The study mobilized the following sources: (a) the Physical Education curricula of the SCMB, known as PLAEST and PLADIS in their 2002 and 2011 versions, and the PSD from 2014, 2016, 2018, and 2021; (b) the magazines published annually by the Military Colleges; (c) internal Army documents; and (d) interviews conducted with teachers from the Military Colleges. From a theoretical and methodological standpoint, the study was developed within the perspective of Cultural History, drawing on Chartier (1990), Bloch (2001), and Certeau (1998), as well as on the Italian microhistory approach of Ginzburg (1989). Data interpretation was guided by the analytical category of school culture. Chapter I presents an overview of the study. Chapter II provides a panorama of how graduate research has discussed the prescriptions for teaching Physical Education within the SCMB. Chapter III examines the Modernization of Teaching in the Army and in the Brazilian Military College System as a key to understanding the transformations in military basic education following the country’s democratic reopening. Chapter IV reveals certain tensions within the prescriptions for teaching Physical Education in the SCMB (2002–2021), arising from dissent regarding the subject in the Military Colleges. Chapter V discusses some of the outcomes of the Modernization of Teaching in the everyday practices of Physical Education in these institutions. Chapter VI explores the ways of doing of the participants involved in the 2020 curriculum revision. Based on the main findings, the thesis confirms the hypothesis that the school cultures of the Military Colleges have increasingly assumed a leading role in the processes of curriculum design and revision for Physical Education, through their interlocutors who are periodically called upon to engage in the polemological dynamics that define the updating of this curricular component.
Keywords: Historiography; Material culture; Historical documentary analysis; Military College; Teaching Modernization Process; Military ethos.
