Educação física e jogos escolares : uma análise do contexto escolar

Abstract

The objective of this study was to analyze the pedagogical implications between Physical Education and School Games. Data collection took place between May and September 2016 and was spent in three municipal schools and a state school in the city of Lucas do Rio Verde-MT. The study is of a qualitative nature and was used as data collection instruments, systematic observation of Physical Education classes and training for School Games (JE). The semistructured interview was carried out with four pedagogical coordinators and seven Physical Education teachers, and the Pedagogical Political Project of the surveyed schools was consulted. The data were systematized and analyzed according to the theoretical assumptions of the Content Analysis proposed by Bardin (1977). To study this study, we sought a theoreticalmethodological reference in authors who discuss the themes related to the relationships between School, Sports and Physical Education. In this way, we used Gomez (1998), Young (2007), Cortella (1997), Luckesi (1994), Bracht (1997), Soares and collaborators (1992), González and Fensterseifer (2009), Charlot Among others that portray the renovating movement of Brazilian Physical Education. The conclusive elements of this research are that the schools studied have a time destined to the training of the teams participating in the JE. However, this has not prevented the use of Physical Education classes for competitive technical development. Around the JE, some developments in the school environment that directly impacted the pedagogical practice of Physical Education teachers were investigated. It was possible to find out that in the speech, the interlocutors were aware of the differences between the JE and the Physical School Education, even in a superficial way, but in the pedagogical process, data were found that did not demonstrate the necessary care to avoid physical education losses.