Planejamento participativo nas aulas de educação física: uma proposta de intervenção no ensino fundamental

Abstract

The study sought to investigate my pedagogical practice, at a municipal school in Vitória / ES, at EMEF - “Maria José Costa Moraes”, with 8th grade students, in the year 2019. I realized over time that my action it was limited to the contents traditionally dealt with in PE classes (Futsal, Handball, Basketball, Volleyball), thus, the knowledge became repetitive for students in the final years of elementary school, causing problems in their participation. This problem was proven in the 2017 diagnostic evaluation, in which students expressed that they did not see importance in PE classes and its contents were only those that had access in classes. Thus, it was necessary to rethink the pedagogical action, with the aim of expanding the repertoire of students' body practices, for this I perceived as necessary the participation of students in the choice of content and decisions about planning. The PPart organization questions the traditional planning dynamics that translate into vertical relationships and encourages the dynamics with a participatory context in a humanistic view, providing horizontal relationships. The research had 66 interventions, being divided into two Thematic Units chosen by the students, which was the body practice of Shuttlecock and Badminton. The students were protagonists in the process of building knowledge together with me, through research and construction of classes, in addition, we prioritize evaluation as an investigative process, using portfolios and comics as evaluation tools. We used the principles of action research, since it demanded collective actions seeking to modify what was being investigated. The data collection instruments were the students' portfolios, the teacher's field diary, photos, footage and a semi-structured interview. We realized that democratic actions within the school space, resulted in changes in teaching, the records contributed to narrate the experience, providing action-reflection-action of the intervention process, in addition, the research points us to the students' feelings of belonging, being protagonists of actions.