A prática educativa dos professores pedagogos no contexto das aulas de educação física: um estudo nas escolas públicas municipais de Delmiro Gouveia - AL

Abstract

This paper deals with articulated and interrelated issues in the field of pedagogy and physical education. For the construction of the theoretical-methodological framework, the study was based on guiding topics such as curriculum, field of knowledge and approaches to school physical education, thinking about the current function of the school. In this perspective, the objective was to analyze the educational practice of pedagogues in the context of the physical education classes of Delmiro Gouveia-AL public network. For the accomplishment, seven pedagogical teachers were observed and interviewed, in seven elementary schools, located in the headquarters of that municipality. According to the a problem that focuses on the dynamics of the subjects within the scope of social relations, we opted for quantitative-qualitative research. Thus, the study is characterized by a bibliographical review, theoretical deepening on the subject and field research, appropriating instruments such as observation, analysis of documents, carried out in schools and application of questionnaire to teachers. In the theoretical review, it was verified that the performance of pedagogues, as teachers of physical education in Brazilian schools, is consolidated by the aspect of physical fitness, presents itself in a perspective linked to sports practice and recreation, classes not systematized, lack of knowledge discipline. The investigation in the field research, it was verified that the discursivity of the teachers about physical education, was mostly based on the vision of the discipline beyond the conception of physical fitness. However, the educative practice of the interviewees, resembles the findings in the literature, characterized by non-systematized practical classes, linked to the model recreationist In concluding notes, the study points to a re-dimensioning of the development of physical education classes in the initial years of elementary education, based on the propositional and systematized critical-overcoming perspective and on the principles and knowledge of the various approaches to physical education, consistent with area of pedagogy and the role of the school. In order to do so, pedagogical teachers need to perceive themselves as researchers