Planejamento participativo: uma possibilidade para superação do afastamento dos estudantes das práticas corporais nas aulas de educação física

Abstract

The participation of students in the body practices experienced in Physical Education classes decreases significantly throughout Basic Education. These changes become more noticeable as they progress in their studies, becoming more evident in thematic units that have no relation to traditional sports practices (football, volleyball, handball and basketball). In this sense, we carried out the present study whose objective was to verify the efficiency of the use of participatory planning as a possibility to overcome the students' distance from the corporal practices experienced in Physical Education classes. Therefore, it was necessary to diagnose and identify the students 'perception of the role of Physical Education at school and their experiences with the curricular component, identify the students' perception in relation to the factors that contribute to the departure from body practices, plan a thematic unit with the use of participatory planning and describe the behavior and participation of students in the body practices of classes after the use of participatory planning. We used the qualitative methodology, through exploratory, descriptive and action research, and the study was conducted at the State School Dr. Sílvio Bezerra de Melo, located in Currais Novos (RN). We had as a population 27 students regularly enrolled in Elementary School, in the 9th year A. The instruments used to collect the experiences were: questionnaire and field diary, and the reported experiences were analyzed through descriptive analysis. The research, registered at Plataforma Brasil under number 15865919.0.0000.5537, was approved by the Ethics Committee with approval number 3,474,756 dated July 29, 2019. The results indicate that it is possible to use participatory planning as a very possibility efficient to overcome the departure from the corporal practices experienced in the Physical Education classes, since it allowed to build an environment characterized by the feeling of belonging, involvement and motivation of the students with the corporal practices experienced in the classes.