O ESPORTE NO CONTEXTO ESCOLAR: SENTIDOS E SIGNIFICADOS NAS AULAS DE EDUCAÇÃO FÍSICA DOS ANOS FINAIS DO ENSINO FUNDAMENTAL

Abstract

This work aims to study the sport’s pedagogical approach in physical education classes during the final years of elementary school. The research is qualitative with descriptive characteristics (MARCONI; LAKATOS, 2004). The main question of the research that has been done: How does the pedagogical approach of the sport in physical education classes in the final years of elementary school happen? The research objectives were: a) to identify how does the pedagogical approach of the sport in physical education classes in the final years of school? b) Identify students' conceptions, in the final years of elementary school, in relation to sport’s contents and Physical Education? The theoretical foundation of the research was substantiated by the following studies: the constitution of the binomial Physical Education/Sport and the influence of the media in its diffusion (BETTI, 1991, 1998; BRACHT, 1986, 1997, 2000, 2011; FINCK, 2010; KUNZ, 1991), the conception in the area of education and sport (BOURDIEU, 1964, 1982, 2003, 2004) and the theoretical assumptions and contributions to the development of sport in Physical Education classes, which include teaching through pedagogical approaches and sport pedagogy (HILDEBRANDT; LAGING, 1986; COLETIVO DE AUTORES, 1992, 2009; KUNZ, 1994; PAES, 2001; KROGER; ROTH, 2005), among others. The research was conducted during the first semester of 2013, in Ponta Grossa-PR, and as a research area three (3) public schools, where the data was obtained from the instruments of observation and questionnaire, involving five (5) Physical Education teachers and three hundred thirty-four (334) students of 8th and 9th grades of elementary school. The data was organized according to content analysis (BARDIN, 1977). After analyzing the data it was found that the sport is the predominant content in physical education classes and preferred by students, but only few sports are prioritized by teachers. The results also reveal that the vast majority of students like Physical Education classes and observe the same as being important to their training, however, a percentage of 61,4% of the students revealed that conceives of Physical Education as being synonymous of sport. By observating the classes, was identified that the methodologies employed by teachers for sport’s teaching did not have the elements that characterize the hegemonic teaching by sport performance, as evidenced by the literature. It was also found that the vast majority of students did not experience the sport in the level of competition and that the completion of mega sporting events did not appear to influence the teachers’ pedagogical practice in order to prioritize the teaching of sport in the income level for the athletes’ training.