(Não) participação nas aulas de educação física no Ensino médio em São Miguel dos Campos-AL: uma análise a partir dos marcadores sociais da diferença

Abstract

This study aims to understand how the youth condition of high school students, along with social markers of difference and their intersections, shapes the process of (non) participation in school Physical Education classes, contributing to the occurrence of school disengagement. The importance of this study lies in listening to the students' voices in order to comprehend the various factors that contribute to their detachment from Physical Education classes and their possible relations with social markers of difference, seeking to understand their stories, needs and experiences. Understanding these factors may contribute to improving student interaction and participation in Physical Education classes. This research employed a qualitative approach, specifically a case study. The study was conducted in a public high school in the state of Alagoas, located in the city of São Miguel dos Campos, involving 92 high school students. Data collection was carried out through questionnaires and interviews about life history. The questionnaire responses were tabulated and analyzed using Microsoft Office Excel, while the life history interview data were analyzed, grouped and categorized according to their common characteristics. Most of the accounts indicate that students' (non) participation is mainly related to the repetition of content and the lack of space for students to contribute to activity planning. It was possible to identify that the social markers of difference related to gender, social class and age intersect, contributing to students' distancing from Physical Education classes. It is expected that this study will contribute to raising awareness among Physical Education teachers and promote improvements in pedagogical planning and the systematization of classes in an inclusive way, thereby increasing student participation.