A psicomotricidade relacional como proposta de ensino de atividades circenses nas aulas de educação física a crianças do 1º ano do ensino fundamental

Abstract

The research aimed to evaluate the use of relational psychomotricity in the teaching of circus activities to children of a first-grade elementary school class in Physical Education classes. A contextualization in the area of school physical education took place, discussing the circus activities and the National Common Curriculum Base (Portuguese: Base Nacional Comum Curricular, BNCC), and there was a foundation on relational psychomotricity, including a description of the structure of the sessions. Moreover, the literature review historicized the circus arts, to meet the perspective of the body culture of movement. The methodological procedure adopted was the research of the type of pedagogical intervention. The total number of participants in the research comprised 17 children: six girls and eleven boys aged between six and seven years. Among the boys, a child with a physical disability was missing his left arm. Observation, footage, and focal groups were used as procedures for data collection. The data was treated through Discursive Textual Analysis, with the aid of three applications: WebQDA, Excel, and image editing programs on the computer. The categories of meaning that emerged after the data analysis were “Psychomotricity for circus activities”; “Manipulations, balances on objects and staging”; “The relationships between the children during the proposed activities”. The first category brings results that point out the validity of the didactic support of relational psychomotricity for the teaching of circus activities. The second highlights the development in the children's learning concerning the circus modalities worked, both in procedural aspects, and conceptual and altitudinal ones. The third category demonstrates the improvement in social interactions between children, particularly between genders, which collaborated to the diversification of the experiences and the enrichment of the psychomotor vocabulary of each one. The pursued objectives of the research were attained. The new comprehensions point out the support of relational psychomotricity in the introduction and development of circus activities, collaborating for better pedagogical sustainability of this teaching object in formal education.