Motricidade dialógica : compartilhando a construção do conhecimento na educação física escolar

Abstract

Historically, the Physical Education, as well as other curricular components, has contributed to the maintenance of the structure of marginalization and oppression of schools, which does not consider the diversity expressed by the community it serves. Understanding that people educate themselves throughout their existence by linking their knowledge from different experiences to give meaning and direction to new learning, in this study we are committed to the development of a Physical Education who opposes the currently prevailing banking education. This study aimed to organize, conduct and investigate a pedagogical intervention guided in references of Human Motricity and Dialogical Pedagogy in Physical Education classes in order to answer the following guiding question: What are the possibilities of contribution and development of a dialogical praxis in Physical Education at the school? Aiming to understand the educational processes triggered by it in order to contribute to the construction of a pedagogical praxis in Physical Education. The intervention had dialogue as a central element and consisted of: thematic research attended by 34 children in a class of 4th year of elementary school, their fathers, mothers or guardians, the employees of the school and the teacher of Physical Education and teacher of the class in question; developments activities in the classroom regular Physical Education, organized from the themes listed generators. The investigation of this intervention was based on references of qualitative research, and for its realization, we used daily records and also interviews with participating children and Physical Education teacher of the class. Data were analyzed with inspiration in existential phenomenology, following phases: identification of units of meaning, organization of categories and construction of results. From such analysis emerged the following categories: a) Acquaintanceship in dialogue, which deals with moments of dialogue during action seeking the establishment of communion among children in the class lecture situations, especially where emerged attitudes of discrimination b) Construction of autonomy in dialogue, which addresses situations recorded that enabled an understanding of conditions that influence the process of developing autonomy of children during the classes, c) School community in dialogue that allows us to understand the relationships that are established between the various people that make up the school community, and how these relationships contribute to the educational processes which develop in school. In the considerations we list some of the contributions and limitations observed in the intervention process and believe that they can provide information to think and rethink Physical Education and also the school in order to develop pedagogical practices that enable the development of an increasingly liberating education.