Percepções de professores de educação física sobre abordagens das lutas nos anos iniciais do ensino fundamental

Abstract

The present study investigated the perceptions of Physical Education teachers (PE) on the approach of content on fighting styles in the early year classes (AI) of Elementary school. The methodology consisted of a descriptive study, with mixed method research, predominantly qualitative. The non-random sample was composed by nine PE teachers in the city of Ivoti/RS, who teach classes in AI. A standardized and validated questionnaire with open and closed questions was applied. The data was processed through content analysis (Bardin, 2011). From the results, it was found that, although eight (88.89%) of teachers have recognized the importance of dealing with fighting styles in AI, only three (33.33%) have addressed this content. These teachers, despite some limitations (equipment, facilities, association of fighting with violence), showed no impediments to the realization of the classes. They were unanimous in stating that the objectives on development of the motor aspects in the classes but only one (1) stated to have addressed the cognitive and affective aspects. They also generalized activities, treating operating principles, rules, and initiation. Those teachers who never approached the content in the classes, attributed to their inadequate training on the aspect of teaching fighting styles as the main impediment. Thus, considering the fighting styles and all their complexity, in the perception of teachers it was possible to verify intentions and qualified practices, but also, limitations on their approach or restriction. Actions in networking and research were considered in order to examine the expansion of focus and experimentation of fighting style content in PE classes for AI as possible paths.