Meanings and meanings of physical education classes for 1st year students of integrated high school at IFMT

Abstract

This article aims to identify what they think, what they learn and what physical education classes mean for students in the 1st year of integrated high school at the IFMT, based on the epistemic relationship with the knowledge presented to them during a school year. The research was based on the assumptions of action research, with the participation of two classes from the 1st year of integrated High School and was carried out during the period of one academic year. Three cyclic spirals of action-reflection-action were performed and, for this article, the data presented correspond to the data collected in the third focus group, which ended the action-research. The results showed changes in the students' thinking in relation to the Physical Education classes they had in Elementary School, corroborating the proposed objectives of the curriculum component for High School. Co-education was highlighted in the students' manifestations, indicating the teacher's pedagogical practice as a central element for the realization and legitimization of Physical Education at school. Students not only pointed out the contents learned, but related them to their lives, establishing a relationship between knowledge and the world, also relating the concepts learned beyond the classroom.