As concepções e abordagens pedagógicas da educação física escolar utilizada pelos professores

Abstract

This study aims to verify if the conceptions and pedagogical approaches of Physical Education indicated as references by teachers are in accordance with the pedagogical practices that are carried out in classes. It is justified in the sense of realizing the importance of making a diagnosis of the teachers' pedagogical practices, in order to identify coherent methodologies for Physical Education classes aiming to collaborate with the teaching-learning processes. The methodology was qualitative and exploratory and descriptive, using Discursive Text Analysis as the data analysis. The corpus of interviewees was made up of 6 teachers, in six public schools. Finally, we believe that the teachers interviewed report different speeches about their practices. Given this, we can see how vast the demonstration of doing by doing is still vast in our area, without any critical deepening through these theoretical approaches that came with the intention of breaking the mechanistic and sports model, and also, creating positions from the student body to its social reality, in which there are inequalities, discrimination and other prejudices against minority groups, such as blacks, indigenous people, quilombolas and gays.