Reading the world in physical education classes in high school: For an ecology of counter-hegemonic knowledge about body practices and the body

Detalhes bibliográficos
Autor(a) principal: Maldonado, Daniel Teixeira
Data de Publicação: 2021
Outros Autores: Farias, Uirá de Siqueira, Nogueira, Valdilene Aline
Tipo de documento: Artigo
Idioma: por
Título da fonte: Caderno de Educação Física e Esporte
Texto Completo: https://e-revista.unioeste.br/index.php/cadernoedfisica/article/view/27119
Resumo: OBJECTIVE: To report a political-pedagogical experience that expanded the reading of the world of high school students about the counter-hegemonic knowledge produced about body and body practices during physical education classes. METHODS: An educational experience was reported with students from the 1st year of the electronics course integrated with high school at the Federal Institute of São Paulo - Campus SP, between the months of august and december of the year 2020. the class has approximately 40 students and the curriculum is consisting of two weekly physical education. RESULTS: The students carried out a critical reading of the world about the social, political, economic, historical, biological and physiological counter-hegemonic knowledge that is related to body and body practices, produced by scientific literature and social movements, during the classes of the curricular component. CONCLUSION: By making a dialogue between the concepts of world reading and the ecology of counter-hegemonic knowledge, produced by Paulo Freire and Boaventura de Sousa Santos, we come to defend that the social function of Physical Education classes is related to the critical reading of the world of knowledge produced on dances, fights, sports, gymnastics, games and the relationship of society with the body, by groups that were marginalized in the capitalist system.
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spelling Reading the world in physical education classes in high school: For an ecology of counter-hegemonic knowledge about body practices and the bodyLendo o mundo nas aulas de educação física no ensino médio: por uma ecologia de saberes contra-hegemônicos sobre as práticas corporais e o corpoEducação FísicaEnsino MédioLeitura de MundoEcologia de Saberes.Physical EducationHigh SchoolWorld ReadingKnowledge EcologyOBJECTIVE: To report a political-pedagogical experience that expanded the reading of the world of high school students about the counter-hegemonic knowledge produced about body and body practices during physical education classes. METHODS: An educational experience was reported with students from the 1st year of the electronics course integrated with high school at the Federal Institute of São Paulo - Campus SP, between the months of august and december of the year 2020. the class has approximately 40 students and the curriculum is consisting of two weekly physical education. RESULTS: The students carried out a critical reading of the world about the social, political, economic, historical, biological and physiological counter-hegemonic knowledge that is related to body and body practices, produced by scientific literature and social movements, during the classes of the curricular component. CONCLUSION: By making a dialogue between the concepts of world reading and the ecology of counter-hegemonic knowledge, produced by Paulo Freire and Boaventura de Sousa Santos, we come to defend that the social function of Physical Education classes is related to the critical reading of the world of knowledge produced on dances, fights, sports, gymnastics, games and the relationship of society with the body, by groups that were marginalized in the capitalist system.OBJETIVO: Relatar uma experiência político-pedagógica que ampliou a leitura de mundo dos estudantes do Ensino Médio sobre os conhecimentos contra-hegemônicos produzidos sobre as práticas corporais e o corpo durante as aulas de Educação Física. MÉTODOS: Foi relatada uma experiência educativa com estudantes do 1º ano do curso de Eletrônica integrado ao Ensino Médio do Instituto Federal de São Paulo – Campus SP, entre os meses de agosto e dezembro de 2020. A turma possui aproximadamente 40 alunos e o currículo é constituído por duas aulas semanais de Educação Física. RESULTADOS: Os estudantes realizaram uma leitura crítica do mundo sobre os saberes contra-hegemônicos sociais, políticos, econômicos, históricos, biológicos e fisiológicos que se relacionam com as práticas corporais e o corpo, produzidos pela literatura científica e movimentos sociais, durante as aulas do componente curricular. CONCLUSÃO: Ao fazer um diálogo entre os conceitos de leitura de mundo e ecologia de saberes contra-hegemônicos, produzidos por Paulo Freire e Boaventura de Sousa Santos, passamos a defender que a função social das aulas de educação física está relacionada com a leitura crítica do mundo dos saberes produzidos sobre as danças, lutas, esportes, ginásticas, jogos, brincadeiras e a relação da sociedade com o corpo, pelos grupos que foram marginalizados no sistema capitalista.Universidade Estadual do Oeste do Paraná2021-09-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://e-revista.unioeste.br/index.php/cadernoedfisica/article/view/2711910.36453/cefe.2021.n3.27119Caderno de Educação Física e Esporte; Vol. 19 No. 3 (2021): Caderno de Educação Física e Esporte; 183-190Caderno de Educação Física e Esporte; v. 19 n. 3 (2021): Caderno de Educação Física e Esporte; 183-1902318-50902318-5104reponame:Caderno de Educação Física e Esporteinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEporhttps://e-revista.unioeste.br/index.php/cadernoedfisica/article/view/27119/17696Copyright (c) 2021 Direitor Autorais Partilhadoshttps://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccessMaldonado, Daniel TeixeiraFarias, Uirá de SiqueiraNogueira, Valdilene Aline2023-11-03T17:48:03Zoai:ojs.e-revista.unioeste.br:article/27119Revistahttps://e-revista.unioeste.br/index.php/cadernoedfisica/indexPUBhttps://seer.ufrgs.br/index.php/intexto/oairevista.cefe@unioeste.br || projeto.saber@unioeste.br2318-50902318-5090opendoar:2023-11-03T17:48:03Caderno de Educação Física e Esporte - Universidade Estadual do Oeste do Paraná (UNIOESTE)false
dc.title.none.fl_str_mv Reading the world in physical education classes in high school: For an ecology of counter-hegemonic knowledge about body practices and the body
Lendo o mundo nas aulas de educação física no ensino médio: por uma ecologia de saberes contra-hegemônicos sobre as práticas corporais e o corpo
title Reading the world in physical education classes in high school: For an ecology of counter-hegemonic knowledge about body practices and the body
spellingShingle Reading the world in physical education classes in high school: For an ecology of counter-hegemonic knowledge about body practices and the body
Maldonado, Daniel Teixeira
Educação Física
Ensino Médio
Leitura de Mundo
Ecologia de Saberes.
Physical Education
High School
World Reading
Knowledge Ecology
title_short Reading the world in physical education classes in high school: For an ecology of counter-hegemonic knowledge about body practices and the body
title_full Reading the world in physical education classes in high school: For an ecology of counter-hegemonic knowledge about body practices and the body
title_fullStr Reading the world in physical education classes in high school: For an ecology of counter-hegemonic knowledge about body practices and the body
title_full_unstemmed Reading the world in physical education classes in high school: For an ecology of counter-hegemonic knowledge about body practices and the body
title_sort Reading the world in physical education classes in high school: For an ecology of counter-hegemonic knowledge about body practices and the body
author Maldonado, Daniel Teixeira
author_facet Maldonado, Daniel Teixeira
Farias, Uirá de Siqueira
Nogueira, Valdilene Aline
author_role author
author2 Farias, Uirá de Siqueira
Nogueira, Valdilene Aline
author2_role author
author
dc.contributor.author.fl_str_mv Maldonado, Daniel Teixeira
Farias, Uirá de Siqueira
Nogueira, Valdilene Aline
dc.subject.por.fl_str_mv Educação Física
Ensino Médio
Leitura de Mundo
Ecologia de Saberes.
Physical Education
High School
World Reading
Knowledge Ecology
topic Educação Física
Ensino Médio
Leitura de Mundo
Ecologia de Saberes.
Physical Education
High School
World Reading
Knowledge Ecology
description OBJECTIVE: To report a political-pedagogical experience that expanded the reading of the world of high school students about the counter-hegemonic knowledge produced about body and body practices during physical education classes. METHODS: An educational experience was reported with students from the 1st year of the electronics course integrated with high school at the Federal Institute of São Paulo - Campus SP, between the months of august and december of the year 2020. the class has approximately 40 students and the curriculum is consisting of two weekly physical education. RESULTS: The students carried out a critical reading of the world about the social, political, economic, historical, biological and physiological counter-hegemonic knowledge that is related to body and body practices, produced by scientific literature and social movements, during the classes of the curricular component. CONCLUSION: By making a dialogue between the concepts of world reading and the ecology of counter-hegemonic knowledge, produced by Paulo Freire and Boaventura de Sousa Santos, we come to defend that the social function of Physical Education classes is related to the critical reading of the world of knowledge produced on dances, fights, sports, gymnastics, games and the relationship of society with the body, by groups that were marginalized in the capitalist system.
publishDate 2021
dc.date.none.fl_str_mv 2021-09-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://e-revista.unioeste.br/index.php/cadernoedfisica/article/view/27119
10.36453/cefe.2021.n3.27119
url https://e-revista.unioeste.br/index.php/cadernoedfisica/article/view/27119
identifier_str_mv 10.36453/cefe.2021.n3.27119
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://e-revista.unioeste.br/index.php/cadernoedfisica/article/view/27119/17696
dc.rights.driver.fl_str_mv Copyright (c) 2021 Direitor Autorais Partilhados
https://creativecommons.org/licenses/by-nc-sa/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Direitor Autorais Partilhados
https://creativecommons.org/licenses/by-nc-sa/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual do Oeste do Paraná
publisher.none.fl_str_mv Universidade Estadual do Oeste do Paraná
dc.source.none.fl_str_mv Caderno de Educação Física e Esporte; Vol. 19 No. 3 (2021): Caderno de Educação Física e Esporte; 183-190
Caderno de Educação Física e Esporte; v. 19 n. 3 (2021): Caderno de Educação Física e Esporte; 183-190
2318-5090
2318-5104
reponame:Caderno de Educação Física e Esporte
instname:Universidade Estadual do Oeste do Paraná (UNIOESTE)
instacron:UNIOESTE
instname_str Universidade Estadual do Oeste do Paraná (UNIOESTE)
instacron_str UNIOESTE
institution UNIOESTE
reponame_str Caderno de Educação Física e Esporte
collection Caderno de Educação Física e Esporte
repository.name.fl_str_mv Caderno de Educação Física e Esporte - Universidade Estadual do Oeste do Paraná (UNIOESTE)
repository.mail.fl_str_mv revista.cefe@unioeste.br || projeto.saber@unioeste.br
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