Educação Física no ensino médio : uma discussão sobre o ensino de tempo integral

• Autor(a) principal: Oliveira, Nathalia Dória
• Data de Publicação: 2019
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/11125
• topic: Educação física; Ensino de educação física; Escolas públicas; Ensino médio; Ensino de tempo integral; Physical Education; CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL

The High School is the last stage of basic education historically directed to propedeutic education with intimate relation with the labor market and preparation for the test that allows the graduation in higher education. Currently, this stage of teaching is being strongly discussed because of the severe changes with the National Curricular Common Base (BNCC) and the High School Reform that change the test of the National High School Examination (ENEM) and the structure of the High School, being one the implementation of full-time. This monograph analyzed the role of Physical Education in High School in the scenario of Centers of Excellence that have full-time teaching using the proposal of Educa Mais do Estado de Sergipe. Thus, we selected three Centers of Excellence: Atheneu Sergipense, Vitória de Santa Maria, Professor Maria Ivanda do Carvalho Nascimento; because they are the oldest schools in the State that work full time and because of this, we have been able to better visualize the pedagogical and management proposal of the Government. With this, we used the qualitative research approach, of the descriptive type and to collect the data, the use of observation with registration in field diaries and interviews with Physical Education teachers, students of the 3rd year and the Coordinator of the Core of Time Integral of the State Secretariat of Education of Sergipe. The results indicate that Physical Education has a highlight with two weekly classes and possibilities to offer school projects in the area, but schools do not yet have adequate infrastructure, such as rooms, bathrooms, courts, laboratories, cafeteria and lack of continuous training for teachers. Thus, describing and analyzing the collected data, we realized that this full-time proposal constitutes an important "piece" in education to reduce school dropout and improve the quality of teaching meaningful to the subjects' lives. However, public policies need to be responsible for improving infrastructure, encouraging continuing teacher education, and maintaining / improving school pedagogical planning.