Educação física no ensino médio integrado e o tema saúde: proposta de intervenção pedagógica pela aprendizagem baseada em projetos

Abstract

Inserted in the context of the challenges for a meaningful Physical Education in High School Integrated with Professional and Technological Education (EPT), where a merely sportive practice and a reductionist view of health persist, this thesis aimed to understand in which aspects a Pedagogical Intervention for teaching the theme of health, based on Project-Based Learning (PBL), contributes to overcoming such practice and favors the process of Integral Human Formation of students. The theoretical framework contemplates the historical panorama of the relationship between Physical Education and health (Ghiraldelli, 2007), establishes a dialogue between the Critical-Overcoming and Critical-Emancipatory approaches (Kunz 1991, 1994; Coletivo de Autores, 1992), deepens the expanded concept of health (Bracht, 2019; Oliveira, 2022), contextualizes Physical Education and its contributions to High School Integrated with EPT and presents the foundations of PBL (Bender, 2014). This is an applied study with a qualitative approach and an Action Research methodology. The research participants were 31 students from a class of the Integrated Technical Course in Informatics at the Instituto Federal do Amazonas (IFAM), Manaus Centro Campus. The data collection procedures were participant observation, discussion groups and questionnaires, which were analyzed using the Content Analysis technique (Bardin, 2011). The Pedagogical Intervention based on PBL was structured based on the three stages of Action Research (Tripp, 2005): planning, implementation and evaluation. The results of the data analysis indicate that the pedagogical proposal, guided by a critical and expanded conception of health, contributed to redefining the teaching of Physical Education, overcoming the centrality of sports and favoring the Integral Human Development of students. As an educational product, a Teaching Guide was developed with the systematization of the intervention, later validated by an ad hoc committee composed of seven experts, whose analysis resulted in its restructuring and improved version. It is concluded that Pedagogical Intervention through PBL presents itself as an innovative strategy for teaching the theme of health in a broader perspective in the context of school Physical Education, offering contributions to overcoming sports practice and favoring the critical and reflective formation of students.