Educação moral e ética de estudantes: práticas corporais diversificadas na educação física escolar

Abstract

Considering indiscipline as a significant issue related to teaching work, this study aimed to explore the benefits and possibilities that Physical Education (PE), as a curricular component, can offer in the development and reflection on students’ moral autonomy. The objective of this research was to analyze the implications of a pedagogical intervention through a didactic unit on moral and ethical education, using cooperative and oppositional physical practices, with a seventh-grade class from a public municipal school in a city in the interior of São Paulo State, with the purpose of understanding whether such practices would contribute to the development of students’ moral autonomy. A didactic unit comprising 12 lessons was structured and implemented, addressing school PE content (games, sports, dances, and combat activities). This qualitative study collected data through class diaries written by the teacher-researcher and a semi-structured interview conducted at the end of the didactic unit with participating students. The data were analyzed qualitatively, resulting in the following categories: (a) proactive and reactive attitudes of the teacher-researcher, in which the teacher-researcher was able to act proactively in didactic situations, presenting and building rules and guiding principles with students at the beginning of the school term, and also through planning and specific guidance provided in various situations; (b) proactive and reactive attitudes of the students, where, in a more reactive manner, the teacher identified opportunities to intervene and respond to situations of indiscipline, inappropriate behaviors, and interpersonal conflicts through proposed reflections; and (c) issues related to the school and school community, which revealed indirect situations, often beyond the teacher’s control, but that influenced the daily school dynamics and could affect student behavior, such as the value attributed to PE and education by students and the school community, characteristics of school organization as , physical space, materials, class schedules, among others. The study showed that PE can foster essential ethical and social competencies by providing experiences that encourage reflection on interpersonal relationships within a safe environment. The role of PE in citizenship education and value formation is reinforced, even if isolated interventions do not lead to significant behavioral changes. Pedagogical practices focused on moral and ethical values may contribute to the development of students’ moral autonomy. A perceived improvement in communication and a reduction in conflicts among students were reported, despite the persistence of some undisciplined behaviors.