A aula de Educação Física em foco: dilemas e desafios na atuação docente

Abstract

In the context of school Physical Education (PE) classes, pedagogical divestment and/or professional abandonment practices are conceived basically when the PE teacher in his pedagogical practice adopts an uncompromising posture, in many cases limiting itself to a mere material supplier. In this sense, this study aimed to explorate the pedagogical performance of PE teachers and the influencing and hindering factors identified by them mainly with regard to divestment practices. This is a qualitative, descriptive and exploratory study which is presented as a field study, being developed with PE teachers from the final years of elementary school of 8 municipal public institutions of Pelotas-RS. These were selected from the average of the last three basic education development indexes (IDEB), two with indexes above 4; four with indexes below 4 and above 3; two with indexes below 3. Semi-structured interviews with an average duration of 45 minutes were performed. It was observed that the phenomenon of pedagogical disinvestment and the practices resulting from it are now presented as a survival strategy in the system due to the teacher's working conditions and conflicting interpersonal relationships, sometimes as a pedagogical resource aiming to obtain greater student adherence in class. Thus, attention is paid to the need to adopt practices aimed at strengthening relationships between those involved in the school context, as well as the need for structural improvements, aiming to reduce the incidence of this phenomenon for the reasons identified in this study.