A prática pedagógica da Educação Física nos anos iniciais do ensino fundamental da Rede Municipal de Ensino de Prudentópolis/PR

Abstract

This study has as object of research the pedagogical practice of Physical Education in the early years of elementary School of the Municipal network of Education of Prudentópolis/PR. The research is characterized by qualitative, descriptive (THOMAS; NELSON; SILVERMAN, 2007). The problematic question of research investigated is: How does the pedagogical practice of Physical Education be effective in the early years of elementary school in the Municipal School network of Prudentópolis/PR? The research has the following objectives: general objective - Analyze the pedagogical practice of Physical Education teachers in the early years of elementary School of the Municipal network of Education of Prudentópolis/PR; specific objectives - a) Verify the theoretical assumptions of Physical Education teachers of the early years of elementary School of the Municipal network of Education of Prudentópolis/PR; b) Identify the challenges of the pedagogical practice of Physical Education in the early years of elementary School of the Municipal network of Education of Prudentópolis/PR. The theoretical basis of the research was substantiated by the following studies: on the field of Physical Education and its insertion in the school (COLLECTIVE OF AUTHORS, 1992, 2009; CASTELLANI FILHO, 1994; BOURDIEU, 2002, 2003, 2004; GALLARDO, 2004; CAPARROZ, 2005; FINCK, 2010, 2011, 2014); the guiding assumptions of legislation (BRAZIL, 1996, 2001, 2013, 2017a) and the official documents related to Physical Education in the early years of elementary school (BRAZIL, 2013, 2014, 2017); the educational process in relation to the school context and the teacher, the school and the concept of habitus (BOURDIEU, 2003, 2004, 2007, 2008, 2013; NEIRA, 2004; FONSECA, 2010; FINCK, 2011; GATTI, 2012); pedagogical practice (NEIRA, 2002, 2003, 2004, 2006, 2007; FRANCO, 2016; SOUZA, 2016, 2018); the contributions of pedagogical approaches to Physical Education in the early years of elementary school (LE BOULCH, 1983; TANI et al., 1988; FREIRE, 1989; COLLECTIVE OF AUTHORS, 1992, 2009); about planning and classes (NEIRA, 2004, 2007; NISTA-PICCOLO; MOREIRA, 2012). The research was conducted out in four (4) schools of the Municipal Education Network of Prudentópolis/PR, with six (6) Physical Education teachers from the early years of elementary education as subjects of the research. The instruments used to collect research data were observation, interview and document analysis. For the organization and analysis of research data, we used the theoretical assumptions of Content Analysis (BARDIN, 2016). As the results of the research we found: teachers are concerned with the teaching and learning process of students and with the act of planning and organizing the teaching work; the teachers elaborate the planning, organize and select the contents, having as main reference the Curricular Planning of Elementary School early grades 1st to 5th year of the Municipality of Prudentópolis/PR - PCEF (SME/PRUDENTÓPOLIS/PR, 2018); teachers consider the relationship between teacher and student essential for the teaching and learning process, respect the individuality, specificities and reality of students, use different forms of work and methodologies and care about a constant updating; the classes present similarities in their configuration, but each teacher uses different strategies; teachers use the available spaces and various materials for the development of classes. The challenges of pedagogical practice are related to the physical structure of schools, to material resources, to students' indiscipline, to the duality of the functioning of institutions, the lack of appreciation and to the recognition of the teacher's role, the lack of particular content. The teachers understand that they would need 11 to broaden necessary the workload of Physical Education classes, improve the continuing education, the interaction between the disciplines, expand the spaces destined for Physical Education classes. We hope that research contributes to the discussions and reflections that permeate the pedagogical practice in the Physical Education classes of the early years of elementary school, as well as for the elaboration of new knowledge related to this theme.