Aulas mistas na Educação Física: tensões e contradições

Abstract

The company recently won significant changes when referring to female participation in the professional environment and the sporting environment. Even so, we still find in schools, teachers struggling to teach mixed classes ith guided in co-educational and boys and girls who have proven resistant to his type of organization of physical education classes bias. Whereas classes in coeducational seek to minimize the positions occupied by the sexes, the research aimed to analyze gender relations present in physical education classes and the difficulties, tensions and contradictions about teaching mixed classes in a school Pelotas / RS. It is a case study and the research was classified as qualitative, where participants were physical education teacher and students of both sexes in a group of 7th grade at a school of private chools. The methodological process consisted of semi-structured interviews, press conference and also systematic observations recorded in a field diary suggesting Triangulation of data. The results showed that the identified separation is determined by gender, but predominantly because the teacher separates the girls from the boys, arranging them according to their ability and them. And yet, despite that the group has shown interest in mixed classes, the girls are still resistant, for fear of feeling excluded during class participation, especially when the content developed is sport, and the boys were the ones who showed more interest for joint lessons. The teacher prepares new rules so that girls and boys play together, which makes them believe that they are somewhat savvy, but is mitigated by the boys, as they said they learn a lot from them. Finally, the study allows teachers to clarify the fact that boys and girls attending the same class does not guarantee the questioning of gender that is necessary for understanding the gender roles assigned to each sex, as well as femininity and masculinity constructed.