A não adesão às aulas de Educação Física em uma escola pública do Rio Grande do Norte: quais são os motivos que influenciam essa situação?

Abstract

School physical education nowadays is recognized as a mandatory curricular component, and therefore, it is also linked to the school's political-pedagogical project. Recognized as a curricular component, it determines a minimum number of attendances and grades for the student to obtain his approval. Despite all the progress and recognition of this curricular component, some problems are still present today, among them, the non-adherence to physical education classes, especially the socalled “practical” classes, this non-adherence is worsened in the final years of elementary school 2 and in the high school. As school physical education classes (SPEC) have this “extra class” component, it is easy to see that student who is on the sidelines of the class. The reasons are varied for this situation to occur, among which we can mention: lack of diversified contents, non-interest from some students and lack of pedagogical intervention in the activities developed. In particular, the lack of content diversification and sport as one of the main contents of the SPEC have contributed to the non-adherence of students in this curricular component. In addition to these factors, other situations can lead to this non-adherence to SPEC, which are not necessarily present in the didactic and methodological proposal of the teacher. This is because previous relationships and experiences with SPEC in early years, the structural conditions of schools, social conditions, sports practices and behaviors arising from the family structure, can influence this non-adherence to classes in this curricular component. Therefore, the general objective of this work is to analyze the reasons that lead to the non-adherence in the SPEC of the students of the 9th grade of elementary school 2, from the municipal public school where I work as a teacher. In addition, we have for specific objectives: to identify whether the reasons for students not adhering to school physical education classes are related to their pedagogical aspects or to other factors related to the school, and to understand if there is a difference between adherence and non-adherence at school physical education classes when they work with sports content. This research is a qualitative and descriptive study that will analyze, through a field diary and a questionnaire created by the author, listing the categories found predominantly according to the responses of the students of the two groups investigated. In addition to the students, the statements of teachers from other curricular components, school management, the pedagogical coordinator and the parents / guardians of these students were part of the research. The research is based on questions related to the non-adherence of students to SPEC. According to our results, students' non-adherence is caused by three main reasons: school's infrastructure, the kind of content in classes and laziness. Finally, one of the findings with our investigation was that SPEC compared to the other curricular components, presented itself as the curricular component of greater participation, to our surprise, in addition it is necessary to take a more careful look at all the other curricular components, because the fact that they are within four walls does not guarantee participation or inclusion in the teaching and learning process.