Ginástica de conscientização corporal: uma experiência pedagógica no Ensino Fundamental

Abstract

Activities related to Body Awareness Gymnastics are little discussed and explored in Physical Education classes in Elementary School, although they can promote self-knowledge and provide critical reflections about the current economic-social model. Therefore, the objective of this research was to reflect on a pedagogical experience materialized in Elementary School II, along with the theme of Body Awareness Gymnastics. The research, applied in nature with a qualitative approach, was based on a set of eleven descriptive-exploratory experience reports with two ninth-grade classes in a public school in Fortaleza, Ceará. Of the 71 students enrolled in the two classes, 32 agreed to have their perceptions, understandings, productions and suggestions shared in this research. A field diary of the teacher-researcher, photographic records, weekly improvement forms, plus a set of questionnaires answered by the students, were used as data collection instruments. These were analyzed according to Minayo's (2007) proposal for thematic categorization with pre-analysis, exploration of the material, treatment of results, inference and interpretation of information. Among the various challenges observed in the experience, the following stand out: the lack of a quiet, private place with a mild temperature; materials specific to some gymnastics; textbook for the student to support discussions in class and in home activities; the teacher's tension overload due to the absence of managers for regular school dynamics; lack of continued training on the topic offered by the school; insufficient time for pedagogical planning; the insecurity of the teacher-researcher given her little experience with some of the gymnastics; the noise arising from the agitation of students; disinterest; the bullying; difficulties concentrating; nervousness; extreme concerns about the judgment of colleagues and family issues. The students' menstrual period also proved to be a relevant obstacle, whether due to pain or fear of creating a disconcerting situation. And, finally, the existence of a noisy and unwelcoming family and/or community environment that made it difficult to carry out, along with some activities proposed at home. Some potentialities found were: the interest shown when carrying out different activities, rarely or never carried out before, relating to everyday matters; the proposition of different ways of assessing knowledge; the development of perception of bodily evolutions and understanding of how to better relate to each other; the use of audiovisual and textual resources available free of charge on the internet; the teacher-student relationship that facilitated the sharing of ways of thinking, preferences, difficulties, experiences and knowledge; and, finally, family support along with bodily practices outside of school, which stimulated self-knowledge and provided emotional moments. At the end of this work, I understood how important it is to engage and deepen other teachers in discussing the topic, so that better school experiences can be developed in the future.