As construções sociais acerca das aulas de educação física no Ensino médio integrado no Instituto Federal da Paraíba, Campus Patos

Abstract

Social constructions are the result of the culture that each society produces. Through their use, we can give meaning to the phenomena that we construct based on our beliefs. Given the above, the general objective of the study was to understand the social constructions of the school community regarding Physical Education classes in Integrated High School at the Instituto Federal da Paraíba, Patos campus. The specific objectives were defined as follows: a) To identify the social constructions of the school community regarding Physical Education classes in High School; b) To characterize the roles, relevance and identity of the discipline present in the reality of the school community. The research approach was qualitative, descriptive and exploratory. The research instrument was direct observation of the school environment, followed by a semi-structured interview based on photos of Physical Education classes. The study used content analysis as a form of data treatment, thus, the analysis of the data collected about Physical Education classes was divided into the following categories: diversity and collectivity, appreciation of sports practices; physical and mental well-being and the fight against obesity; relationship with the exact and human sciences area and deepening of body practices. It can be concluded that the social constructions of Physical Education classes at EMI are understood as a space characterized by the diversification of the body practices addressed, bringing together elements such as collectivity and inclusion. Sports was the most valued content in the students' reports, while theoretical classes represented a novelty and at the same time a resistance for the community, especially for the students. The relevance and role of the subject in the school context were identified in the relationship with other subjects and areas, especially human and exact sciences through body movements that characterize concentration and precision, in addition to being a subject focused on the acquisition of physical and mental well-being, where a concern of the community regarding the harmful effects of physical inactivity such as the indication of obesity was perceived. It was also possible to perceive the identity of Physical Education at EMI through the students' drawings, whose reports indicated the deepening of body practices and more complex activities, not previously seen in Elementary School. Therefore, the process of creating and recreating social constructions enables solutions for a more participatory Physical Education that is active in the campus’ EMI, from the reflections and dialogues produced by the community about the subject to a more active teaching role in the Institute’s curricular proposals. The Study showed that in addition to creating successful and innovative classes, the Physical Education teacher needs to have a differentiated and sensitive view of the community’s needs and that articulation with other disciplines is a necessary aspect in the development of a more humane and egalitarian integrated school.