Educação física escolar: uma experiência no ensino de jovens e adultos

Abstract

In this research we seek to report the experience of a teacher who sought alternatives to the teaching of Physical Education in Youth and Adult Education (EJA). The general objective of this study was to experience a methodological perspective of teachinglearning that would motivate the participation of EJA students, absent in the classes of Physical Education applied in a municipal school, in the city of Monte Alegre/RN. This study is primarily justified as a search for a solution to the lack of interest and motivation of students in participating in the classes of this curricular discipline. We chose to do a qualitative research, the formation narrative, addressing the thematic life story, united to the senses and meanings given by the author. Thus, what was investigated in this study was limited to the research teacher himself, through his thematic professional life trajectory, taking into account his academic path, from graduation to his master's degree, as well as his teaching practice as a teacher. EJA teacher in the years 2022 and 2023. As a methodological structure, we used 6 chapters, with chapter 3, Guiding Documents and a Basis for the Teaching of School Physical Education, a literature review subdivided into four items to deepen the theme, with emphasis on playfulness as an essential element in the life of the human being. We also associate ourselves with the concept of Andragogy, which refers to the importance of considering the reality in which the student is inserted, in order to then seek the alternatives of intervention. Thus, the data collected allowed us to understand how body practices were relevant as a teaching-learning methodology and contributed to the motivation of students, given the evolution of students after the integration of the proposal to bring meaning and significance to their practices, during the four semesters that were part of this study. It also generated a different look from the school community to the potential that can be extracted from the contents of Physical Education, specifically from body practices, expanding physical activities in other collective projects at school, including an integrative multidisciplinary perspective, such as the cultural gymkhana. Finally, the proof of success in the execution of this teaching approach allows us to believe that through body practices focused on the reality of the EJA student, in the final years of Elementary School they can also be replicated for other school Physical Education teachers. Therefore, we hope that the results found here can inspire future research and actions on the floor of various schools.