A tríade conteúdo-forma-destinatário como possibilidade de formulação e crítica ao ensino proposto no novo ensino médio (NEM): contribuições da abordagem crítico-superadora para o trato com o conhecimento da educação física ; The triad content-form-recipient as a possibility of formulation and critique to the proposed teaching in the new high school (NEM): contributions of the critical-surpassing approach to the treatment of physical education knowledge ; La triada contenido-forma-destinatario como posibilidad de formulación y crítica al enseñanza propuesto en la nueva enseñanza media (NEM): contribuciones del enfoque crítico-superador para el tratamiento del conocimiento de la educación física

The present study takes as its object of investigation the content-form-recipient triad as a possibility of formulating and criticizing the teaching proposed in the New High School. The objective was to contribute theoretically to teaching in school Physical Education in the face of the new guises of Brazilian secondary education, having as its horizon the possibility of raising the cultural standard of the working class, of building a school that aims at omnilateral training and that, fundamentally, perspective overcome class society; recognizing that the critical overcoming approach is(ACS) a fruitful path for building active resistance, given the need to reflect on the direction of public education, in a period of strong interference by capital over schools, in which a curricular formulation articulated to the historical needs of the working class is poignant. To this end, we base this investigation on the content-form-recipient triad, as this deals with the pillars of historical-critical pedagogical practice. The composition, interpellation and crossing of this study are driven by the principles of historical-dialectical materialism, as this offers us greater possibilities of apprehending the real, constituting a theoretical instrument to explain reality and face the problems that come with it. Thus, we outline a methodological gesture associated with Marxist references, engendered in function of the synthesis movement, anchored in theoretical research, whose purpose was raise the systematizations already developed by Martins (2004, 2013, 2020), Anjos (2017), Anjos e Duarte (2017, 2020), Malanchen (2014), Gama (2015), Beltrão (2019), Lavoura, Santos Júnior e Melo (2021), Coletivo de Autores (2012), our sources of analysis, as well as the productions that present as theoretical basis the historical-critical pedagogy, historical-cultural psychology and the critical-overcoming approach. Thus, the research effort undertaken allows us to support the following thesis: the current reform of Brazilian secondary ...