O espaço e o tempo da educação física nas escolas municipais de tempo integral em Campo Grande/MS

Abstract

This research arose from the necessity to know the development of Physical Education in fulltime Municipal Schools of Campo Grande / MS and their space and time in the educational process, regarding the specificities of these schools projects. Due to the current relevance of the theme, which is Full-Time Education in Full-Time, we are faced with the need to know the paths of Physical Education in this school space that calls itself distinct. The main objective of this research was to analyze the actions developed in the physical education area in the fulltime municipal schools in Campo Grande-MS. We questioned whether within this model of Full-Time School these actions take place to enable the integral formation of the students. Our research was traced in the methodological perspective of historical-dialectical materialism, based on historical-cultural theory. The procedures adopted to collect the data were the semistructured interview, carried out with physical education teachers, and the documentary research carried out in the Pedagogical Political Projects and in the Projects of Complementary Activities of Physical Education of those schools. Among the scholars who supported this research are the authors Moll (2012, 2014, 2013, 2008) and Cavaliere (2007, 2009, 2014), in full-time integral education, Soares et al (1992), Castellani Filho (1983, 2010) and Taffarel (2009), for Physical Education. In order to base the epistemological bases, we brought Vygotsky (1926, 1996, 1991, 2003, 2005, 2007), Leontiev (1978, 2004), Luria (2013) and his interlocutors. Through the analysis of the data, we realized that the teacher does not have a sense of belonging to the school context and that he feels that he can be expropriated from his knowledge in favor to answer the needs of an archaic educational system impregnated with crystallized conceptions about what it is the formation of individuals. However, these teachers seek to work towards the integral formation of the students, although with difficulties in breaking the stereotyped practices of Physical Education. In the context of the Full-Time School, the data show that a greater investment is necessary, both in the financial aspect and in the continuous formation of the characters of the school, because it is necessary to have greater articulation among all, leading the school knowledge in a level of equality. We concluded the implementation of these schools is an undeniable advance for improving the conditions of Brazilian public education, as well as for the equity of Physical Education with the other disciplines of the curriculum, but we consider it necessary to invest time and effort to offer even more experiences and differentiated practices that provide concrete opportunities for integral education to students.