Educação física nos anos iniciais do ensino fundamental: dos PCN e BNCC à análise do contexto

Abstract

This master's dissertation aimed to analyze Physical Education in the early years of elementary school in the documents and in the school network of Uruguaiana / RS. Situated in the domains of the qualitative and quantitative approach, the study is designed as documentary and field research, characterized as the objectives as exploratory. Initially, the study consists of an analysis of official documents, namely: National Curriculum Parameters (PCN) and Common National Curricular Base (BNCC), specifically in the area of Physical Education in the early years of elementary school, aiming to identify their convergences and differences. Subsequently, it presents an identification of the context of Physical Education in the early years of the education network in the city of Uruguaiana. For this, the conglomerate method was used to select the sample. To ensure that the sample is representative of the target population, schools were stratified by education system (state, municipal and private), at least 1 school from the private school system, 4 from the municipal school system and 6 from the state school system were selected. As a data collection instrument, a questionnaire was used to the teachers responsible for the classes, with questions related to the professional profile, context of the classes, context of the school in relation to physical space, materials and available times and activities developed in Physical Education, and interview to the students. pedagogical coordinators (supervisors) on the effective structure of physical education classes. To analyze the open questions in the questionnaire, the main methodological contribution used was the content analysis proposed by Bardin (2011). In the other questions, descriptive statistics (frequencies and percentages) were used. Thus, with the study it was found that the knowledge present in the PCN in terms of objectives and contents of Physical Education are the (theoretical) appropriation of the teachers, regarding this BNCC, it is still being assimilated and in the process of becoming effective. These documents have different intentions, while the PCNs presented themselves as a guiding document, the BNCC in turn is a guide to teaching work, that is, both can be used by teachers as a support for planning their Physical Education classes, because even with the implementation of the BNCC, the PCNs have not been revoked and have rich material to be used. Regarding the context of the discipline in the municipality we can say that it takes effect once a

week with an average of 49 minutes of class time, they are organized with games and games mostly in the school yard, but they also presente organization by moments (beginning, middle and end). The teachers who teach the classes are the unidocentes, and in the private network the schools have a Physical Education teacher for work, it is important to point out that in full-time schools (state and municipality) there is also this characteristic. The study also finds the insecurity of unidocent teachers to work with the discipline, as they claim that despite having access to the initial training, there is a lack of sufficient knowledge about the area to carry out classes, a fact that may also be related to little demand and effectiveness of teaching continued training with Physical Education themes. In view of the findings of this dissertation, it is envisaged to propose collaborative interventions to unidocent teachers, aiming, thus, to assist them in the acquisition and reflection of current pedagogical concepts and practices that can serve as subsidies for the creation of more meaningful environments and motivators for children's learning, giving a new meaning to pedagogical practices at school in physical education in the early years of elementary school.