A Educação Física como componente curricular no ensino médio: vivenciando o conteúdo lutas na escola

Abstract

The Physical Education curricular component suffers from numerous problems at school, especially in high school. Thus, we believe that pedagogical practice is one of the possibilities that can contribute to the legitimacy of the discipline, to the detriment of a lower status view in relation to the others, which ends up being expressed in hasty statements and attitudes. The general objective of the study was to elaborate a didactic material as a product of a work in the teaching of Fighting using the Games Methodology, seeking a dialogue with the students and finding out in what this playful experience contributed to valorize the curricular component in the school as a guiding question of the job. The research carried out in a high school on the outskirts of Fortaleza involved the participation of 40 students who underwent a pedagogical intervention, and also with the help of two questionnaires. The research methodology adopted was of a qualitative and analytical-descriptive nature, making use of an experience report and participant observation, thus providing the opportunity to investigate the practice itself and encouraging the researcher's pedagogical autonomy, in addition to being a challenge in the school floor. We found that 45% of these students reached high school without ever having access to the Struggles, which contradicts this corporal practice as an inheritance of the culture of movement and the legal documents that provide for it in the formal curriculum. Furthermore, they previously reported that the discipline and its contents were of very little importance in relation to the others, serving only as a moment of distraction. After the practical and theoretical interventions, a change in the perception of the discipline was verified through the Fight Games, as these saw that the culture of movement can also provide a reading of the world, as well as the other curricular components, since more than 90% of them assimilated satisfactorily the didactic elements present in this experience according to the methodological proposal adopted. We conclude then that the pedagogical practice is a fundamental tool to value the curricular component, because through playfulness and creativity the students were able to make a critical reading of the didactic transposition of the subject, which contradicts the history of the discipline based mainly on the procedural aspect in dealing with the contents.