Motivos que levam estudandes da Educação Básica a não participarem das aulas de Educação Física: um estudo sobre o GTT-Escola do XXI CONBRACE e VIII CONICE-2019

• Autor(a) principal: Sousa, Mirian Virgilina Jovita de Morais
• Data de Publicação: 2020
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/30067
• topic: Educação Física Escolar; School Physical Education; Não participação nas aulas de Educação Física; Non-participation in Physical Education classes; CONBRACE; CONBRACE; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO; CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA

This study aimed at investigating the reasons that lead students of basic education not to participate in Physical Education classes, through a study conducted on the latest edition of the Brazilian Congress of Sports Sciences (CONBRACE), 2019. The main goal was to evaluate the reasons that lead students of basic education not to participate in Physical Education classes based on the works published in the Thematic Working Group "School" (GTT05), in the annals of the most recent edition of CONBRACE/ 2019, held in Natal-RN. The methodology applied comprehended a documentary research via qualitative approach. Data were generated through the expanded abstracts published in the GTT-Escola do CONBRACE edition of 2019. Procedures to analyze data were conducted in two different stages: 1) the first analysis aimed at quantifying the studies that met the inclusion and exclusion criteria defined for the research. 2) the second analysis was performed qualitatively, by reading the expanded abstracts of the papers that met the inclusion and exclusion criteria of the research. Two axes were developed for discussion: 1) Demotivation, lack of participation, exclusion and self-exclusion from physical education classes and 2) Demotivation, lack of participation, exclusion and self-exclusion from physical education classes. The results achieved have allowed us to identify that demotivation, as well as lack of participation, exclusion and self-exclusion are themes addressed only in a few studies. In addition, in the few studies in which the problem is evidenced, the authors do not present strategies to overcome such situation.