As concepções de uma comunidade escolar na cidade de Quixeré-CE em relação ao ensino da educação física

Abstract

This study aimed to investigate the conceptions of school Physical Education held by students and their parents or guardians at the EEB Antonio Moreira de Freitas School, as well as by school administrators in the municipality of Quixeré-CE, seeking to understand how these individuals perceive the social function of this curricular component in the school context. The research adopted a qualitative approach, outlined through a case study. Data collection was carried out through document analysis, which provided the theoretical framework, and through questionnaires and interviews with representatives of the three participating groups, respecting representativeness criteria. Content analysis, according to Bardin (2011), was used to systematize the information, allowing the identification of categories and interpretative patterns, based on seven conceptions of Physical Education: sports; health, physical fitness and biomechanics; recreational; support for other disciplines; developmental; punitive, meritocratic and disciplinary; and cultural and critical. To identify and classify these categories in the participants' statements, the analysis of units of meaning was applied, as proposed by Moreira, Simões, and Porto (2005). The results showed the coexistence of traditional and critical conceptions regarding the role of school Physical Education. Among the predominant discourses, a strong association was observed between the discipline and health for parents/guardians and administrators, and with sports practices among students, reflecting a historical legacy that limits its pedagogical understanding. However, signs of transformation also emerged, recognizing Physical Education as a space for human, cultural, and reflective development. The analyzed statements reveal the potential of the curricular discipline to promote dialogue, the appreciation of diversity, and the development of critical awareness in the school context. It is concluded that the re-signification of Physical Education depends on a teaching practice committed to plurality and reflection, which gives meaning to the educational process. Thus, this research can contribute to strengthening the understanding of Physical Education as an essential field of knowledge for the integral and critical formation of students.