Análise do atletismo nas aulas de educação física do ensino fundamental II em escolas públicas de Fortaleza

Abstract

The main objective of this study was to analyze the characteristics of Athletics teaching in Physical Education classes in public elementary schools II of Fortaleza. Despite being a modality of great importance for the motor development of the students and for the insertion of the body culture of movement, the presence of this modality in Brazilian basic education has been forgotten for a long time, growing subtly in recent years, not and it is possible to say if this growth has been taking place adequately. This is a cross-sectional, descriptive study with a quantitative approach, developed in public schools of elementary education II of the regional V of the city of Fortaleza. A total sample of 10 teachers from 10 schools of the municipal public network was selected, representing 27.7% of the total of 36 schools belonging to Regional V. To diagnose the characteristics of athletics teaching in the classes, a mixed questionnaire was used addressing relative questions a: use of athletics as content, use of contents dimensions in athletics teaching and the frequency of practical and theoretical classes in athletics teaching. Most of the teachers interviewed, 90% (n = 9), claimed that the modality is part of the physical education curriculum and, in relation to the inclusion of the content in the classes, 80% (n = 8) stated to use and 20% = 2) reported using "sometimes". Sixty percent (n = 6) of the respondents claimed to have a majority approach to theoretical classes, while 30% (n = 3) claimed to have a similar division between theoretical and practical classes and only 10% (n = 10) predominantly practical classes. Regarding the difficulties to teach classes, most 81.8% (n = 9) affirm that the lack of infrastructure and materials is an obstacle to develop activities; 9.1% (n = 1) reported that students' lack of interest made it difficult and only 9.1% (n = 1) said they did not see difficulties in teaching. Regarding content categories (conceptual, procedural and attitudinal dimensions), 100% (n = 10) stated that they know and use in athletics classes. It is concluded that athletics is included among the contents worked by the teachers in the schools surveyed. It is generally perceived that the modality has been approached primarily in theoretical classes, a positive fact, since many times only the procedural side has been developed and with a mechanistic content. It was possible to find out that the teachers know the dimensions of the contents, but they do not use them properly in the planning and application of athletics classes.