Sistematização de blocos de conteúdos temáticos na educação física escolar: análise das contribuições ao currículo e à prática pedagógica por meio da pesquisa-ação em Quixadá-CE

Abstract

The theoretical advances in Brazilian physical education are evidenced through scientific understandings of the area, the theoretical-methodological propositions and the systematization of blocks of thematic content are contributions that cannot simply be ignored and it is necessary to look at a path of dialogue. The proposal for systematizing blocks of thematic content was prepared by teacher-researchers and undergoes constant re-elaboration through a collaborative network of teacher-researchers, starting from the convergence between cultural elements, movements, (inter)personal aspects and environmental demands, and which, in addition, is a proposal that seeks a dialogue with the theoretical contributions from the field of physical education over the years. Looking at the physical education curriculum and the pedagogical practice of teachers, it is necessary to analyze the theoretical-methodological possibilities of systematization and its contributions to teaching practice. It is from this perspective that this research aimed to analyze how the systematization of blocks of thematic content can contribute to the pedagogical practice of physical education teachers in the public basic education network, in high school in the municipality of Quixadá-CE. Taking complexity thinking and its conceptual characteristics as a premise, we sought to find relationships with the systematization of blocks of thematic content and the pedagogical practice of high school teachers in Quixadá-CE. A detailed analysis of some national curriculum documents and their implications for school physical education was also carried out. Methodologically, this is a qualitative study field research that used the guiding assumptions of action research as an intervention instrument, taking advantage of class observations, group meetings and field diary as data collection and storage instruments, being these data subjected to thematic analysis. Furthermore, the research used methodological assumptions based on the methods of Oliveira et al. (2019) for creating a collaborative network, based on qualitative research, with collaborative characteristics. The results showed transformations in the realities of all participants, including teachers and researchers, as detailed in the conceptual dimensions of action research. As a teacherresearcher who uses the systematization of blocks of thematic content in my classes, reflecting with the teachers participating in the research about their pedagogical practices and seeking to understand how complexity presents itself in their classes was a difficult task for avoiding including my classes in discussions, however, I was able to reflect critically on my own practice, whether in the selection of content in planning, in interactions with students, in the knowledge that manifests itself in classes involuntarily, in the contextualization of themes to the realities of students and identifying how the dynamics of the body, culture, movements and the environment converge. Through the conceptual contextualization of complexity and complexity thinking, the historical timeline of scientific and academic productions focused on school physical education and the analysis of the national and regional curriculum, it was noticeable that the systematization of thematic content blocks has full conditions for assist and complement the pedagogical practice of teachers, dialoguing with the curriculum and valuing the theoretical advances of physical education in the educational context. Finally, I am not in favor of the constant romanticization of teaching, as this can lead to the exploitation and restriction of the teacher's fundamental rights - those rights conquered and those that will be conquered -, however, I agree with Freire (1996) when reflecting on not being scared by affectivity, as it seals my specific practice with human beings and the subjects involved. I highlight here the importance of affectivity in teaching physical education, as it is a link to understanding social complexity.