Ginásticas de conscientização corporal no ensino médio: estratégias pedagógicas e contribuições para o autoconhecimento e autocuidado na educação física escolar

Abstract

High School Physical Education faces the challenge of intervening in bodies silenced by curricular erasure and the demands of the "Performance Society". This study aimed to investigate how Body Awareness Gymnastics (GCCs) contribute to the development of self-knowledge and self-care among 1st-year High School students at a full-time public school in Fortaleza, Ceará. It is a qualitative research of the pedagogical intervention type, structured into a didactic sequence of five meetings. Data generation occurred through field diaries, conversation circles, body pain maps, and graphic productions, interpreted through the lens of Thematic Analysis. The results initially revealed the students' perceptions of body awareness gymnastics as marked by elitist, religious, and gender stereotypes. Practical experiences of Workplace Gymnastics, Self-Massage, Mindfulness, and Pilates evidenced a body with a high degree of sensory-motor amnesia. The methodological strategy of "reading to move" promoted physical literacy and autonomy in the execution of movements. It is concluded that GCCs instrumentalize youth for the autonomous reading of bodily signals, re-signifying self-care as an ethical attitude of self-preservation rather than a mere consumer aesthetic. As an educational product, a didactic sequence was validated to assist teaching practice in Basic Education.