A prática pedagógica em Educação Física na Área de Linguagens: um estudo a partir da BNCC

Abstract

The literature presents some conflicting opinions about physical education in langue area subjects. Because of that, this study aimed to analyze the interdisciplinary pedagogical practice of the Language Area from the perspective of Physical Education teachers from public institutions in cities in the south of Rio Grande do Sul state. The study was conducted through a qualitative approach. The data was collected in a virtual environment through a questionnaire with open and closed questions and submitted to Content Analysis. The project was approved by the Ethics and Research Committee of the Superior School of Physical Education from the Federal University of Pelotas. The research sample consisted of 39 teachers who participated voluntarily, and are teachers of the basic public education network in the municipalities of Arroio do Padre, Canguçu, Capão do Leão, Pelotas, Rio Grande, São Lourenço do Sul, and Turuçu. They all work in Elementary School, with 16 teachers in earlier years (1st to 5th grade in Brazil's System) and 23 teachers in final years (6th to 9th grade in Brazil's System). As a result, teachers can meet the National Common Curricular Base's assumptions when they allow themselves to develop interdisciplinary practices in the context of the Language Area. The prior experiences were related, in the initial years, to the literacy and literacy process. In the final years, in conjunction with the Portuguese language, the activities were focused on the theme of physical activity and health and the development of textual production. In the field of Art, the protagonism of interdisciplinary practices took place through the content of Dance. In partnership with the English Language, the critical reflection on songs in the language linked to culture, the protagonism of students, and Dance as the conductive body practice of the activity stands out. These were the main findings, which were formatted in an article being one of the final products of the Dissertation. Furthermore, the empirical data referring to the pedagogical practice linked to the development of competencies showed that despite studies indicating several challenges related to the curricular structure of the commom core curriculum, teachers, in most cases, claim that they plan and manage to develop with their students the aforementioned specific competencies of language subjects area and Physical Education.