Práticas corporais e lazer como promotoras de saúde mental no ambiente escolar

Abstract

With the enactment of the Brazilian Education Guidelines and Framework Law (Law No. 9.394/1996), Physical Education was incorporated into the schools' pedagogical framework, and the implementation of the National Common Curricular Base (BNCC) reinforced its role in promoting health within the school environment. Mental health is addressed in the National Education Guidelines and in programs aimed at improving students' well-being and quality of life. In response to observing issues such as anxiety, fear, insecurity, stress, and nervousness among students during Physical Education classes, this study aimed to explore alternatives and strategies for mental health care in schools through body practices and recreational activities. The research employed a qualitative approach and was characterized as action research, conducted at a State Professional Education School in Fortaleza, Ceará. The action research involved 35 high school students, with intervention activities carried out three times a week during school breaks. Data were collected through questionnaires, focus groups, and field diaries. The data were analyzed using thematic categorical analysis, based on Minayo (2000). The findings revealed the negative impacts of the pandemic and post-pandemic periods on students' mental health, with 62% of students reporting a decline in their mental well-being. Regarding Physical Education classes as a mental health care strategy, the study found that, when these classes are developed in a contextualized manner, focusing on both physical and emotional aspects, they are effective in reducing anxiety, improving self-esteem, and strengthening interpersonal relationships. The intervention activities—which included sports, dance, games, meditation, stretching, massage, and the reactivation of the school radio—had a positive impact on students' mental health, according to their own reports. Institutional support was crucial for the successful implementation of the project, despite limitations in space and materials. The study highlights the importance of public policies that support mental health promotion and care programs in schools, ensuring the healthy and holistic development of students.