The teaching practice in the Cultural Curriculum: the pedagogical representations of resignification

Abstract

In the last two decades, the Cultural Curriculum perspective has gained ground in the area of ​​Physical Education. This aims to allow education subjects a critical reading of the ways of regulating bodily practices, in order to enable the production of other ways of saying and doing them, as well as for subjects to perceive themselves in this area. In this article, we intend to discuss resignification, one of the didactic-methodological approaches of the Physical Education Cultural Curriculum. To this end, we rely on the theorization of the Cultural Curriculum, on the conceptual notions of resistance and counter-conduct, formulated by Michel Foucault, and representation, presented by Stuart Hall to analyze the way in which teachers describe resignification in reports of practice. The empirical data was subjected to cultural analysis. The results indicated that resignification emerged in pedagogical actions in three different discursive spheres, namely: in the production of new gestures, in various adaptations to the structures of bodily practices and in the production of meanings that resulted in the deconstruction of standardized identities, therefore, in the affirmation and potentialization of difference based on resistance.