Processos didático-pedagógicos na educação física escolar: a emancipação intelectual como horizonte de formação

Abstract

This study is linked to the Postgraduate Program in Education – Professional Master's Degree - at the Federal University of Fronteira Sul, in Pedagogical Processes, Policies and Educational Management line of research. The research aims to comprehend how didactic-pedagogical processes are developed in School Physical Education (SPE) and identify if they contribute to the development of the intellectual emancipation of students in the Final Years of Elementary Education, in urban public schools (municipal and state) in a municipality in the North of Rio Grande do Sul. In a specific manner, it aims to analyze the conception of Physical Education (PE) held by teachers working in this context; identify how the school curriculum for PE is proposed/developed; and, finally, develop an educational product, with a focus on the didactic-pedagogical dimension, aimed at the intellectual emancipation of students regarding the culture of movement and its relationship with the world. To address this, a qualitative field study was conducted, involving the participation of seven Physical Education teachers directly responsible for the PE curriculum component in the Final Years of Elementary Education. The main results of the study were highlighted as axes, and each axis consists of different categories. The first axis analyzed is the political dimension and includes categories such as responsibility of School Physical Education (SPE), human formation, professional valorization, legal documents, and pedagogical approaches of SPE. The second axis, called the curricular dimension, includes the following categories: biological aspects of School Physical Education (SPE), behavioral aspects and knowledge production. Finally, the third axis, titled didactic-pedagogical dimension of School Physical Education (SPE), includes the following analysis categories: the workbook system, sports culture and intellectual emancipation. As main results, there emerged the need to awaken a more attentive approach to the teaching of School Physical Education (SPE), understanding the necessity to promote a learning process centered on knowledge mediation and aimed at contributing to the formation of intellectually emancipated students. Similarly, the research data indicate the need to promote changes in the school environment where the research was conducted, especially concerning the curriculum and the teaching of Physical Education (PE), so that it can effectively contribute to the development of a critical and emancipatory formative process, involving the study of movement culture.