Panorama das aulas de educação física no ensino médio

Abstract

Physical Education at school has a fundamental role in the critical reflexive construction of high school students. Thus, understanding how it is structured and how it is developed in this space, becomes relevant to understand the current situation. In this context, the objective of the dissertation was to analyze the structuring of Physical Education classes in high schools in the state of Rio Grande do Sul. The present study was developed in high schools in the state of Rio Grande do Sul and it is characterized as bibliographical and explanatory descriptive research. For that, the methodological path was built during the study and the results were presented in the form of two manuscripts. The first manuscript analyzed the structure of Physical Education classes in Brazilian High School, based on systematic research. The results of this moment of study demonstrated that the publication of articles that address the theme of structuring Physical Education took place throughout the period defined by the present study (16 years). It was also evidenced that the articles present a bias to describe the reality of the structures of Physical Education classes, diagnostic analysis, with descriptive characteristics about: the curricular component, functioning of the classes, profile of the teachers who are involved in this process, it was noted that no study aimed to intervene / modify the environment, regardless of the result. The second manuscript was characterized by the analysis of the panorama of Physical Education classes in the Secondary Schools of the state teaching network of Rio Grande do Sul of 239 schools, through the participation of 147 physical education teachers and 193 school managers. From this, it was found the predominant presence of team sports as hegemonic content in classes, consequently the sports court was the physical space most used by teachers in classes; the minimum occurrence of classes separated by gender and classes during school hours. Finally, we conclude that the research was of great value to understand the structure of Physical Education classes in High School, identifying, in scientific productions, how these are developing in reality in different contexts, in order to contribute with critical reflection on the pedagogical practice and the development of classes, promoting possible changes or modifications in the established actions.