O olhar dos estudantes do primeiro segmento da educação de jovens e adultos para o corpo: relatos de experiência

Abstract

The objective of this study was to identify the body representations of Youth and Adult Education (EJA) students at a municipal public school in Maceió. The study was qualitative in nature, with an emphasis on action research defined by Gil (2007). The starting question was: - what are the body representations of EJA students? The research subjects were nine students from the first segment of elementary school in Youth and Adult Education. The instrument used to collect data was a semi-structured interview, previously recorded and then transcribed. To analyze the data, we opted for content analysis from the perspective of Guerra (2006). The data was interpreted using categories, which resulted in: dissatisfaction, acceptance and aging. With a view to training in the dance degree course, the opportunity of this cut was taken advantage of to encourage its continuity in the panorama of the Art component, with the language of dance, thus generating reflections on the possibilities of intervention, dialogue, readings that would exist between themes. After all, whether in Physical Education or Art, research, study, curricular standards, are instruments that conduct teaching work with a view to looking at the body, movement, theory, reality, everyday life, stories and experiences as guiding knowledge for learning. Ultimately, it was considered that in teaching practice, experience is the factor that delimits the practical experience and guides the teacher in his/her performance. Physical Education and Art are important in Youth and Adult Education because they enable knowledge of the contents of body movement culture and those focused on the language of dance, respectively, in a theoretical and practical scope. As well as taking care of your own body and knowledge of themes that are portrayed on television and in other cultures. Enabling access to knowledge on different topics means thinking about the components with them and not just for them, seeking the foundation of a dialogue that needs to be established, so that amidst the possibilities and challenges of pedagogical and student practice, the knowledge developed in classes results in new experience opportunities.