Aulas de educação física e os jogos escolares: reflexões sobre dois cenários

• Autor(a) principal: Santos, Marília Baldoino dos [UNESP]
• Data de Publicação: 2019
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/203929; http://www.athena.biblioteca.unesp.br/exlibris/bd/capelo/2020-03-13/000928876.pdf
• topic: Escolas - Exercicios e jogos; Educação fisica; Competição (Esporte); Sports

Since the 1950s the sport has gained prominence in Physical Education classes and established itself as hegemonic in the following decades, being greatly influenced by the performance sport. The School Games emerge with these references, establishing themselves as a space for exploration and diffusion of sport within the school culture. The perspective of the body culture of movement that circumscribed the pedagogical object of Physical Education at school brought new reflections to think about sport content, However, Physical Education classes and School Games usually take place in an ambiguous field between this new configuration and the sports tradition. In this sense, this study aimed to analyze the relationship between Physical Education classes and School Games in the perspectives of students. The research, based on the qualitative approach, was guided by a descriptive study. The collection was done through semi-structured interviews and systematic observation of the training sessions that were aimed at preparing a group of students for the School Games. The results pointed out that performance sports are still rooted in school, training and physical education classes were confounded within the school context and the participating and non-participating students expressed different perspectives regarding the School Games. The contents developed in training and Physical Education classes were practically the same. Students participating in the School Games did not present many elements for changes in the operationalization of such games, explaining an accommodation with the current model. The non-participants, in some moments, said that they felt excluded from the games, because they wanted to participate, but found obstacles to it. Among these non-participants, it was evidencing some misunderstanding about the dynamics and structure of the School Games.