Pensar fora da quadra: letramento em Cultura Corporal de Movimento na Educação Física Escolar

Abstract

School Physical Education (SPE) is a field that has sought to establish itself as an essential curricular component in basic education, beyond legislation, consolidating itself as an effective educational practice that has body movement culture as its object of knowledge. However, for decades these changes have not been sufficient to promote its significant recognition. Based on professional daily experiences, the need was identified to understand whether social representations about SPE influence teaching practice and whether they impact the field. In this sense, the concept of literacy was applied to the Body Movement Culture to designate the knowledge that forms the object of Physical Education, which may contribute to positive changes in the Social Representations of SPE. The objective of the study is to identify and discuss the social representations of Physical Education teachers and pedagogues regarding SPE, aiming to outline possible interventions for teaching practice and its implications for the field. To conduct the research, a qualitative methodology applied to the pedagogical area was used, and as data collection instruments, an online questionnaire was administered to pedagogues, specialized teachers, and managers; additionally, five in-person meetings were held to conduct conversation circles with SPE teachers. Data analysis was supported by the Iramuteq software for content analysis and data triangulation to explore the participants' experiences, perspectives, and practices, highlighting topics that fostered discussions and reflections on teaching practice, aiming to value SPE. The findings point to the need for greater understanding of SPE by pedagogical teachers, specialized teachers (including those from the SPE field), and managers, proposing literacy in body movement culture as an effective contributor along this path. Furthermore, the importance of communication among educators and better use of training times is emphasized. Based on the discussions from this work, it is expected that SPE will be more recognized and valued as a mandatory curricular component, also considering the work of specialized professionals and the actions and opportunities within the school community.