Percepções e experiências de equidade nas aulas de educação física

Abstract

A recurring concern in my pedagogical practice is the fact that some students do not participate in Physical Education classes—mostly female students, those with low motor coordination, overweight, or low self-esteem. This situation leads me to reflect on my own actions: to what extent are these classes equitable? Thus, the objective of this study is to investigate how high school students from a state school in Mombaça, Ceará, perceive equity in Physical Education classes, analyzing how these perceptions relate to factors that either facilitate or hinder their participation. This research adopts a qualitative approach and is designed as an autoethnography. Methodologically, participant observation was employed, in which the teacherresearcher actively engages in the investigated environment, accompanying the classes with a systematic and reflective perspective. Data were collected through a field diary and a semi-structured questionnaire, focusing on participation dynamics during a didactic unit structured with pedagogical strategies that fostered equity. Data analysis was conducted using content analysis, allowing for the categorization of experiences of equity, exclusion, and perceptions of inclusion within the classroom context. The results indicate that students still confuse equality with equity; although they recognize the presence of equity in the classes, this perception is not uniform among all participants. The practice of equity in the teacher-researcher’s classes is not yet consolidated. However, the implementation of adapted pedagogical practices grounded in the principles of equity promoted greater participation, especially among those who usually withdraw from classes. This experience reaffirmed that teaching is a continuous learning process and that equity requires sensitivity and thoughtful planning. The findings contribute to the improvement of the teacher-researcher’s pedagogical practices, as well as to the development of an educational resource designed to guide other teachers in creating more equitable lessons.