111-EDUCATION OF PHYSICAL EDUCATION : THE IMPORTANCE OF HISTORICAL-CRITICAL THEORIES IN THE DEVELOPMENT AND FORMATION OF AUTONOMOUS HUMAN BEINGS

The object of study of this article is the teaching of physical education in basic education (Elementary School I). It aims to present the implications of the discipline of physical education in human development in light of the theoretical assumptions of historical-critical pedagogy and historical-cultural psychology. At a time when discussions about the organization of public school education are becoming more and more present, we defend the teaching of physical education in order to develop the highest psychic functions in their maximum possibilities. The text presents the body culture of the movement as a generic human objectification for itself, whose appropriation, as well as the other contents of the school subjects, becomes a condition for the formation of the conceptual thinking of adolescents. It concludes that the emptying of the teaching of scientific contents, much defended and proposed by current educational policies, contributes to the impoverished and alienated development of students.

forming conceptual thinking -which is the capacity to deal with the highest degree of abstraction (VYGOTSKI, 2013).In fact, the development of concept thinking does not occur naturally during human development, but rather through the internalization of the higher cultural forms in a process that must begin from the infantile education so that in the adolescence reaches its formative height (ANGELS , 2013).
In this sense, we defend that the teaching of physical education is of fundamental importance in the human development of the school subjects.This is because school, through intentional teaching, enables the cultural mediations that engender the appropriation of scientific knowledge in a critical way.This process will allow the self-mastery of students' conduct through the development of higher psychic functions, such as theoretical thinking, voluntary attention, logical memory, etc.In addition, physical education and other school disciplines are an area of knowledge whose specific knowledge encompasses broad social purposes.But for this, the teaching of physical education must promote superior mediations, that is, mediations that allow the access of the new generations to classical, systematized knowledge and that is committed to the psychic development of students in their highest forms.
Physical Education in the Historical-Critical Perspective We emphasize that historical-critical pedagogy has as its theoretical basis dialectical historical materialism, that is, a Marxist-based conception that aims at understanding reality in its totality and contradiction, in a historical and critical way.This theory recognizes the human being as historical subject, and the same once transformed can transform his social environment.Saviani (2013), idealizer of Historical-Critical Pedagogy, emphasizes that this theory aims at the promotion of human and material conditions that allow social transformation, contributing to the historical, scientific and corporal knowledge that throughout history have been elaborated by the group Of men.
The most elaborate scientific knowledge is fundamental in the formation of human beings, in this sense, the public school and the school disciplines such as geography, philosophy, mathematics, Portuguese language, physical education and so on.Make possible the development of the higher psychic functions in their maximum potentialities.We argue that school physical education has the object / specificity of body culture, but from the materialist-historical-dialectical logic within a proposal of critical-overcoming methodology that was elaborated by Soares;Taffarel;Varjal;Castellani Filho;Escobar and Bracht (1992).In this perspective, the themes of the corporal culture are the games, the dances, the fights, the gymnastic exercises, the sports and the like, which express themselves in the school in the attempt of formation of critical students and conscious of the social reality to which they are inserted .
For a school physical education based on historical-critical pedagogy and critical criticism, the school needs to select and organize the systematized contents, this means that we must analyze throughout the history of education what has determined the need for its teaching, in addition, the adequacy And the theoretical and methodological tools for students' development (SOARES, TAFFAREL et al., 1992).
We thus defend the discipline of physical education as a generic objectification 'for itself'.That is, a noneveryday knowledge that can arise from everyday life, but gradually must constitute in autonomous spheres.The development of the highest human capacities requires that we advance beyond everyday conceptions, for "(...) the development of the human race is no longer possible without the participation of" generic objectifications for itself " (DUARTE, 2010, p. ).
However, we find several pedagogies anchored in the capitalist logic that, according to Duarte (2010), defend a perspective that the 'acasos' of life of each student that would determine what is or not relevant to their formation, denying the totality of reality and The contents that develop the critical awareness.Thus, within a fragmented analysis of social reality, we find the discussions about the organization of public school education, such as the reformulation of secondary education in Brazil, which seeks to spread the ideology of the possibility of high school students in Opt for 'areas of interest'.The intention of this proposal is to make school subjects, such as Arts, Physical Education, Philosophy and Sociology, be extinguished from the curriculum and can be selected according to the choices of each student.
By removing these scientific contents from high school curricula, if this is confirmed, the essence of the formation of the conceptual thinking of adolescents will be withdrawn, since disciplines such as philosophy, physical education and sociology are fundamental in the development and formation of higher psychic functions.This will directly contribute to the increase of the emptying of the classical scientific contents and the strengthening of the condition of alienation and of the impoverished conceptual of the majority of the students.In addition, the School Physical Education is increasingly being devalued in the educational scenario and the role of the teacher in the development of the subjects.

FINAL CONSIDERATIONS:
We emphasize that this work is a collective effort to defend the teaching of physical education and its contributions in the formation of human beings from historical-cultural psychology and historical-critical pedagogy.This is because we have as a principle that the formation of subjects passes through the appropriation of systematized scientific knowledge throughout the history of humanity, thus, it is necessary to offer the students the maximum cultural, human, and material appropriations so that they can critically analyze the reality in which they live And act.
The school physical education is a systematized discipline and fundamental for the development of the superior psychological functions and for a critical formation of the subjects.Not only this discipline, especially physical education and body culture, but all the others in the collective can contribute to the dismantling of capitalist pedagogies and the alienation of subjects in relation to educational policies, such as the current high school reform proposal -which Removes such important sciences from the school curriculum, which is a proposal that does not favor the teaching of the classical contents developed by all men, and still less do they defend the critical formation and humanization of students and teachers.
A public school education that is actually concerned with the human formation of students should value the school and its curricular components in order to enrich the critical conception of the school subjects more and more.Thus, physical education as a school discipline and body culture can favor access to systematized knowledge, such as games, fight, dance, gymnastics, which are part of everyday social life and are essential in the critical understanding of social reality.
Critical research / studies on the teaching of school physical education and its role in the formation of critical and participatory students within school spaces and in society in general are necessary and urgent.Thus, we value the emancipatory character of the classical scientific knowledge disseminated in schools, with a view to overcoming the limits of the pedagogies put at the service of capitalism that increasingly devalue free public education of quality for all people.REFERENCES: ANJOS, R. E. The psychic development in the transition age and the formation of the individuality para-si: theoretical contributions for the school education of adolescents.2013, 167 f.Dissertation (Master degree) -Faculty of Sciences and Letters, ABSTRACT: The object of study of this article is the teaching of physical education in basic education (Elementary School I).It aims to present the implications of the discipline of physical education in human development in light of the theoretical assumptions of historical-critical pedagogy and historical-cultural psychology.At a time when discussions about the organization of public school education are becoming more and more present, we defend the teaching of physical education in order to develop the highest psychic functions in their maximum possibilities.The text presents the body culture of the movement as a generic human objectification for itself, whose appropriation, as well as the other contents of the school subjects, becomes a condition for the formation of the conceptual thinking of adolescents.It concludes that the emptying of the teaching of scientific contents, much defended and proposed by current educational policies, contributes to the impoverished and alienated development of students.
KEY WORDS: School Education.PE.Historical-Cultural Theory.