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Os campos de experiência nas aulas de educação física na educação infantil: narrativas de um professor pesquisador
(Universidade Federal de São Carlos, 2026-02-07) Assis, Luiz Henrique do Nascimento; Godoi Jacomassi, Daniela; https://lattes.cnpq.br/7699007812483790; https://lattes.cnpq.br/8304860992796713; https://orcid.org/0009-0004-4315-0030; Souza Junior, Osmar Moreira de; Vargas, Aline Fernanda Ferreira; https://lattes.cnpq.br/9176123942671062; https://lattes.cnpq.br/6755721553720775
This research emerged from the researcher's teaching trajectory and engaged with normative documents in the field, the Brazilian National Common Curriculum Base (BNCC, 2017), and studies that discuss space as a pedagogical element. Therefore, the objective of this research was to understand the process of developing and implementing a didactic unit, carried out in spaces "beyond the sports court," in Physical Education classes for students in Early Childhood Education, considering its articulation with the fields of experience foreseen in the BNCC (2017). Methodologically, a teacher-researcher's narrative was used as a qualitative approach, through classroom diaries produced after each intervention, video recordings, and systematic observations of daily school life. This study was developed in a Municipal Early Childhood Education School (E.M.E.I.) of the Municipal Education Network of Carapicuíba, located in the State of São Paulo. The target audience for the research was the Preschool II classes, with children aged 4 to 5 years and 11 months, comprising 40 children in the research group. The results showed that the use of spaces beyond the playground, such as the patio, lawn, corridors, and outdoor areas, expanded the pedagogical possibilities of Physical Education in Early Childhood Education. The children demonstrated high engagement, creativity, autonomy, and the ability to reinterpret environments, while developing motor, expressive, and socio-emotional skills foreseen in the BNCC (2017) Fields of Experience. The analyses also revealed that physical space, when understood as a pedagogical object, acts as a mediator of interactions, playful exploration, and the construction of meaning by children. The narrative writing of the teacher-researcher was configured as a central formative and analytical tool, allowing the identification of nuances in the educational process, daily challenges, and opportunities for pedagogical reinvention. Among the main challenges, the structural limitations of school spaces, the constant need for methodological adaptations, and the interferences resulting from sharing environments with other classes stood out. Even so, these challenges did not compromise the objectives of the proposal; on the contrary, they reinforced the importance of teacher intentionality and the valuing of childhood culture. It is concluded that pedagogical practice that extends "beyond the playground" promotes meaningful and contextualized bodily experiences, contributing to the integral development of children and to the strengthening of Physical Education in Early Childhood Education. The research points to the need for institutional investment in qualified environments, as well as for the development of new investigations that explore different scenarios, participatory methodologies, and the voice of the children themselves.
Percepção de alunos e do professor sobre a indisciplina nas aulas de educação física e possibilidades de ação
(Universidade Federal de São Carlos, 2026-02-07) Custódio, Rafael Henrique; Testa Junior, Ademir; https://lattes.cnpq.br/0929013490436064; https://orcid.org/0000-0002-0801-2482; https://lattes.cnpq.br/2228329331502839; https://orcid.org/0009-0006-8649-9181; Jacomassi, Daniela Godoi; Tertuliano, Ivan Wallan; https://lattes.cnpq.br/7699007812483790; https://lattes.cnpq.br/9271769572278086; https://orcid.org/0000-0002-7043-7529; https://orcid.org/0000-0001-6413-6888
School indiscipline constitutes a complex and recurring phenomenon in the educational context, presenting direct impacts on pedagogical development, student engagement, and the teaching–learning process, including in Physical Education classes. Considering this issue, the present study aims to describe and correlate the subjective perceptions of students and the teacher regarding variables related to indiscipline in Physical Education classes, based on a problematizing pedagogical intervention, as well as to develop an experience notebook for teaching application. The research was characterized as a qualitative–quantitative investigation of a longitudinal nature, conducted with students from a 4th grade class of Elementary School in a municipal public school in Ibaté, São Paulo, Brazil. As data collection instruments, self-assessment questionnaires answered by students and by the teacher were used, as well as records in field diaries documenting observations throughout ten classes organized based on active methodologies and on student participation in the construction of evaluation criteria and in reflection on students’ behaviors and attitudes. The results showed progressive improvement in variables related to peer relationships, collectivity, care for materials, and learning, indicating greater involvement, cooperation, and self-regulation among students throughout the interventions. A convergence between the evaluations conducted by students and by the teacher was also observed, suggesting an expansion in students’ awareness regarding the elements addressed during the interventions. However, the variable related to parallel conversations showed a small effect, suggesting resistance possibly associated with school culture and with the social perception of Physical Education as a recreational space. Data analysis indicates that pedagogical strategies grounded in active methodologies and in self-assessment as a process of awareness contribute significantly to addressing indiscipline by promoting a sense of belonging and co-responsibility for the educational process. It is concluded that indiscipline should be understood as a multifactorial phenomenon and that participatory pedagogical interventions may favor behavioral changes and improvements in the learning environment, although they require continuity and articulation with the cultural and school context.