A Educação Física na Rede Municipal de Ensino de Ponta Grossa/PR: a prática pedagógica nas aulas dos anos iniciais do ensino fundamental

Abstract

In view of the educational scenario of the Municipal Teaching Network of Ponta Grossa/PR, with the hiring of Physical Education teachers as of 2011, considering the formative possibilities of the teachers and the importance of the pedagogical practice for the integral development of the child, this study has as its object the pedagogical practice in the classes of Physical Education of the initial years of the elementary school of the municipal schools. The research is qualitative (MARCONI, LAKATOS, 1994), and has the following problematic question of research: How does the pedagogic practice in the Physical Education classes of the initial years of elementary education of the Ponta Grossa Municipal Education Network / PR? The research has the following objectives: a) To verify which are the theoretical-methodological matrices of Physical Education in the Ponta Grossa Municipal Education Network/PR; b) Analyze the pedagogical practice in the classes of Physical Education of the initial years of elementary education of the Ponta Grossa Municipal Education Network / PR; c) To verify the aspects related to the students' learning, from the pedagogical practices, in the classes of Physical Education of the initial years of the fundamental education of the Municipal Network of Education of Ponta Grossa/PR. The theoretical basis of the research was consubstantiated by the following studies referring to the historical aspects of Brazilian Physical Education (BETTI, 1991; COLETIVO DE AUTORES, 1992, 2009, DARIDO, 2003; PALMA; OLIVEIRA; PALMA, 2010); the legislation and the theoretical guiding assumptions in the context of the initial years of elementary schooling (BRASIL, 1996, 1997, 2013, 2016, 2017), the specificities and general characteristics of nine- and ten-year-old children. OZMUN, 2003; NISTA-PICCOLO; MOREIRA, 2009, etc.); the teaching approaches, the pedagogical approaches of the School Physical Education, the pedagogical practice and the learning (MIZUKAMI, 1986; GIMENO SACRISTÁN, 1999; TARDIF, 2010; LIBÈNEO, 2002; FREIRE, 1992; 1997; 2003; DARIDO, 2003; COLETIVO In this paper we present the results obtained by NISTA-PICCOLO; (NISTA-PICCOLO, MOREIRA, 2009, GALLARDO, 2010, RANGEL, 2010, etc.).The research was carried out in 2016 and 2017, in five (5) schools of Ponta Grossa Municipal Education Network/PR, located in different geographic regions of the city, having six (6) Physical Education teachers of said schools and two hundred and twenty-seven (227) students in the fifth (5th) years of elementary school. The instruments used in the research were: questionnaire, structured interview, observation and documentary analysis. The research data were organized and analyzed according to the assumptions of Content Analysis (BARDIN, 2011). As results of the research it was verified that: Physical Education teachers are concerned with the act of planning, with the teaching and learning process, with the pedagogical practice and the students' learning; the Physical Education teachers reflect on the teaching work they do, respect the individuality and the reality of the students, present different methodologies in the classes with the purpose of guaranteeing the learning of all. However, in relation to the theoretical-methodological basis of the Physical Education classes of the 5th grade of elementary school, teachers predominantly use DCEM (SMEPG/PR, 2015). It was also noticed that the way teachers teach content in Physical Education classes, as well as the interaction they establish with students, contribute to their learning, since most of them enjoy and participate effectively in classes, and also practice the activities lived in classes at other times in the school. It is hoped that this study may contribute to broadening the reflections and discussions about pedagogical practice and teaching and learning in the context of School Physical Education, specifically in the initial years of elementary education, in order to highlight the importance of this discipline in the curricular basic education.