As ginásticas de conscientização corporal e as possibilidades das orientações da BNCC nas aulas de educação física no ensino médio

Abstract

Physical Education deserves a prominent place in this new scenario that presents itself in Brazilian education regarding the homologation of the Common Curricular National Base (BNCC) and its orientations. For this, a dialogue with that document is necessary without losing the focus of the specific contents of the curriculum component, in building practices that enable the active participation of the students in the classes so as to promote experimentation, critical reflection and autonomy, with the prerogative to favour the learning rights of the students of the Middle Teaching, thus establishing a commitment to Brazilian basic education. The study had as a General Objective describe how the Professor-researcher promotes the thematization and experimentation of Corporate Awareness of Corporate Awareness in the Physical Education curriculum of the Middle Education from its reading of BNCC. It has still intentioned to provide grants for drafting a biopedagogical development proposal that meets the Specific Competence 5 of the area of Linguages and Their Technologies and the Skills (EM13LGG501) and (EM13LGG503), predicted at BNCC for the Middle Education through the GCC, identifying the characteristics and objectives of these Gynectics and how they can contribute to the teaching and learning process of the Middle Teaching students, further enabling the active acting of the students in the understanding of body awareness so that they experience and recreate with autonomy the diverse body practices related to these modalities. The methodological trajectory of the present research, of an exploratory nature with qualitative approach, of the research-action type, featured a review of the literature through a bibliographical survey conducted through physical books, virtual university library bases, scientific journals, and Academic Google. For data collection and research were used two instruments, being the structured Questionnaire with open questions and the Field Journal, which enabled a greater scope of the proposed goals for the study. The reading and interpretation of the BNCC guidelines still shows itself as a challenge, as we can consider its homologation as a novelty for many schools and teachers. But even so, from the analysis of the data it was possible to observe the importance in providing these bodily practices to the students, highlighting the numerous possibilities of contribution of GCC within the learning process. The students became astounding with the study that was proposed to them, presenting through their responses, dialogues, reflections, actions and experiences a broadening of the understanding regarding the goals of the research. We concluded that at the end of the entire research process, the study carried out presented possible pedagogical possibilities to confirm that the GCC-thematization and experimentation in Physical Education classes can contribute to the learning process of the students of the Middle Education.