A implementação do currículo de educação física da cidade de Teresina-Piauí na prática pedagógica

Abstract

This research deals with an analysis of the implementation of the Curriculum of the city of Teresina in pedagogical practice. The curriculum is an important document that references pedagogical practices and is the result of dense discussions in the field of education. Thinking from this perspective, among the components that make up the school curriculum and have mandatory education, we have Physical Education. The general objective of the work was to investigate and understand how the implementation of the Physical Education curriculum in the city of Teresina-Piauí occurred and, as specific objectives: to identify the profile of the teachers participating in the research, to verify how the implementation of the Education curriculum occurred Physics in pedagogical practice and what were the difficulties and facilities for implementing the curriculum. The privileged research methodology was qualitative and exploratory, where 15 (fifteen) teachers answered a three-part questionnaire: the first referred to the identification data of the participants, the second with 06 open questions referred to knowledge of the curriculum and its implementation and the third with 07 open questions referred to the difficulties and potential for implementing the curriculum. In the results and discussion, teachers reported knowing the curriculum, and for the most part following what is recommended in the document, pointing out as challenges lack of structure, teaching material, student interest, among others. Regarding the thematic units and their approach, teachers reported having difficulties with teaching Dances, Gymnastics and Fights. Regarding the aspects that can contribute to the implementation of the curriculum, the following were mentioned: material, textbook, continued training and student interest. The research concludes that teachers, although presenting difficulties in adapting to the curriculum, are aware of it, participate in continuing education and try to align the curriculum with their planning, and also the reality of the school, with their own knowledge, seeking strategies for the document to be used. What is expected is that with this study, research and discussions will not be exhausted so that Physical Education curricula are meaningful in the educational space for all the agents involved. As an educational product of the research, an infographic was organized containing methodological guidelines on teaching Dance for the final years of elementary school with the aim of contributing to teachers in their planning.