Curriculum, physical education and hybridity: a look at the curricular guidelines for the elementary and middle school of the Bahia state

Based on the understanding of curriculum as discursive production, this article problematizes, through a cultural analysis, the curricular guidelines for the elementary and middle school of the Bahia state, seeking to understand how this document is positioned in the plot of curriculum theorization. The results show a text with the hibridity mark, that tries to bring together elements from different curricular discourses and assumes an ambivalence condition, which can both open it to unanticipated possibilities or produce inconsistencies and erase counter-hegemonic meanings that resists whithin it.