As possibilidades da interdisciplinaridade de ciências e educação física no ensino fundamental

Abstract

In the perspective of breaking with the fragmentation of disciplined knowledge, interdisciplinarity seeks to articulate the different types of knowledge, contextualizing them in a way that enables actions, reflections and reframing. This dissertation starts from the question about how the interdisciplinarity between Sciences and Physical Education can contribute with new curricular practices, promoting relevant learning situations, mainly in the promotion of health through a healthy lifestyle. The general objective was to investigate the potential of interdisciplinarity in the disciplines of Science and Physical Education in elementary school, specifically with the contents of human physiology and exercise physiology classes, developed in integrated classes, seeking the meaning and articulation of knowledge with situations experiences experienced by students. As specific objectives, we highlight a literature review on the historical insertion on the contents cited in school curricula in Brazil; the elaboration of an interdisciplinary proposal, involving the disciplines and contents cited for health promotion; the development of this interdisciplinary proposal and the potential arising from it for the promotion, articulation and meaning of knowledge. The research had a qualitative approach, with an emancipatory educational action-research. Thirty students from the 8th grade of a Municipal Elementary School in the city of Santo Ângelo-RS, two teachers from the teaching staff of the school where the research took place were research subjects, one of whom was an active researcher and the other a guest teacher. . The data were analyzed through content analysis of the teachers 'logbooks and the students' learning diaries. The results constructed from the data that emerged during the study indicated that interdisciplinarity is present in school science education. However, specifically, among Sciences and Physical Education, very few publications were found in the results of research published in the last seventeen years. Regarding the curricular approaches to Science and Physical Education, a documentary research in Brazilian educational public policies indicated significant possibilities for interdisciplinary relationships that can be developed between these areas. In this direction, a recovery of the historical path of the insertion of human physiology and exercise physiology in the school curriculum of the subjects brought important notes for the understanding of how these fields of knowledge originated in basic education. On the other hand, the results obtained with the implementation of the interdisciplinary proposal indicated that this integration of knowledge between Sciences and Physical Education was very well received by students, teachers and the school manager. All of these results made it possible to conclude that there are potentialities to promote, through interdisciplinarity, the meaning and articulation of knowledge in situations experienced from the curricular content of basic education in promoting health and a healthy lifestyle. Science and Physical Education present many possibilities, as there are affinities between the themes, since both, in their curricula, have as their purpose, scientific education for a full life.