Práticas corporais alternativas e Educação Física escolar: diálogo com o ensino médio
Scholar Physical Education has various curriculum contents and new body practices, which can be used in classes, appear every moment. In the 1980s a group of practices with characteristics that contested the dominant culture gained visibility, they were called Alternative Body Practices, as a form o...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | bachelorThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/39432 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | Scholar Physical Education has various curriculum contents and new body practices, which can be used in classes, appear every moment. In the 1980s a group of practices with characteristics that contested the dominant culture gained visibility, they were called Alternative Body Practices, as a form of denial to the sportive, technical and biological model of the hegemonic practices at the time. After years of existence in our culture, these practices began to appear within official curriculum documents, such as the National Common Curriculum Base, however, they are not yet well worked within the basic education curriculum. Thus, this work aimed to investigate the relationship of students of basic education, specifically in High School, with Physical Education classes that address the Alternative Body Practices. The specific objectives were to elaborate and apply the classes on this theme and to evaluate the students' perceptions about the knowledge developed in the classes. Our research was qualitative and descriptive, so this study conducted a thematic unit composed of six classes for a class of the last year of High School of a state school in the city of Natal / RN. These classes were divided into three different interventions, the first with sensitization of senses, the second with Yoga and the third with Eutonia. Throughout the meetings and based on the questionnaires, the students' engagement was evidenced, demonstrating that they were motivated with the practices because they were different from those existing at school and due to the methodologies of non-traditional classes. Also, an expansion of concept about their bodies was seen, encompassing dimensions beyond physics, and about Physical Education, beyond sports. Thus, it is considered that Alterative Body Practices should be performed more frequently in Scholar Physical Education and for this, teachers should have access to this information in initial and continuing education courses. |
|---|