As práticas corporais como articuladoras da aproximação entre escola e comunidade

Abstract

This study has the general objective of investigating how the Body Practices can be constituted as articulators for approximating community and school. From the systematization of pedagogical strategies and the analysis of the nuances raised in the interplay of the relationships that occur in the school education process, the research seeks to understand the possibilities and obstacles of pedagogical work with Body Practices in Physical Education classes and to reflect about how these elements influence the formation in the educational environment. For that, the work is inspired by principles provided by the theoretical framework of research-intervention, and its actions are linked to the methodological range of participatory research. The effectuated interventions for developing this work are the result of a wide-ranging investigation in which students, fathers, mothers, legal representative, teachers, managers, administrators, and the various members of the school community actively participate in the construction of proposals and debates. All the data produced by the research actors/actresses are based on a process of constant negotiation between peers in order to democratize the school actions and tackle the issues in question. The conduct of the analysis was supported by studies of authors such as Bauman (2003), who discusses the aspects of the formation of communities in liquid modernity, Paro (2016) and Melo (2012) who bring up the debate on the school as a democratic and participative institution and Silva (2014) who contributes to the discussions on Body Practices. The conclusive perceptions indicated that the work with Body Practices according to a view of approximating school and community are a possible way of work once they can raise aspects that promote the identification between school and community as viability of active participation and protagonism of the subjects. The experimentation of the strategies also provided evidences that indicate that the formation of the school community is surrounded by elements sustained by anti-democratic attitudes naturalized in the system and in the actions of various subjects that are part of school education.