Abstract
Based on the assumption that the current educational policy in Brazil aims to consolidate a particular social project, the article analyzes the BNCC in Physical Education through a comparison with curricular theorization. The results show the resumption of technocratic principles, embodied in the priority given to technical rationality to the detriment of criticality. In epistemological terms, the official document moves away from the current debate in the area, proving to be fragile, inconsistent and inconsistent.
KEYWORDS
Physical education; Curriculum; Body practices; Culture
