Diversificação de conteúdos e abordagens na educação física: implicações para inclusão e participação de estudantes nas aulas

• Ano de defesa: 2020
• Autor(a) principal: Breno Silva de Araújo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; EEFFTO - ESCOLA DE EDUCAÇÃO FISICA, FISIOTERAPIA E TERAPIA OCUPACIONAL; Programa de Pós-Graduação em Educação Física - Mestrado Profissional; UFMG
• Palavras-chave em Português: Educação Física - Estudo e ensino; Escolas
• Link de acesso: http://hdl.handle.net/1843/34128; https://orcid.org/0000-0002-8170-707X

This work is a Pedagogical Intervention (Teaching Action) guided by a strategy aimed to diversify the contents in the Physical Education classes, supporting in its program practices from the body culture of movements to be assimilated and performed by the students. It aimed to analyze its effect on students’ inclusion and participation in classes at Gilberto Alves da Silva Municipal School (Betim, MG). In this teaching-based research with a qualitative approach, we used the events in classes, e.g., dialogues, behaviors, and photographs to compose the narratives (a reflective record) on Teaching Intervention. The recordings of students' experiences were kept in the "Teaching experiences journals”. Concerning the contents selected for the development of the classes, they are as follows: games and gymnastics, themes recognized by the area for their importance in student’s education. The work was done with the participation of 51 8th grade students (research subjects), who demonstrated to be open to the proposal and expanded their learning. Throughout this teaching action, it was observed that the resistance of some students to the proposed contents was only in the verbal sphere, a fact that did not compromise their inclusion and participation in classes. It was also noted that the participation of the majority of the students was possible due to an inclusive intention on the part of the teacher, with accessible characteristics, in an attempt to oppose competitive and excluding values. The analysis of the results showed that it is possible to overcome the hegemony of sports in Physical Education classes and that students can be oriented to learn other body practices that should embody and enrich the teaching program. It is important to emphasize the relevance of this pedagogical intervention since it raises awareness for the problems concerning Physical Education classes in schools and reflects about the experiences acquired in their practice, by both the students and the teacher.