A realidade e as possibilidades do ensino da educação física no Programa Segundo Tempo Paradesporto na UFRPE: primeiras aproximações.

Abstract

This study aims to analyze the organization of physical education teaching in the second time program for sport at the Federal Rural University of Pernambuco aiming to understand between the links and the relationship between teaching and learning in the physical education class. For this the conception was analyzed of development, education and physical education in the didactic and pedagogical material of the second time.And from this premise emerges the following problematic: What is the reality and the possibilities of the teaching of physical education in the second time paradesport program at the UFRPE?The methodology used was the qualitative research. Using as a theory of knowledge historical-dialectical materialism and scientific method was the dialectic.The empirical field we explored was the production of knowledge about its object, and as far as the empirical sources are concerned, we consider the documents based on the documentary analysis of the PST-paradesporto program guidelines and the pedagogical foundations of the program.The instruments of data collection used, were empirical sources, emphasizing the design of development, school education and physical education. And for the analysis of the data collected were made content analysis.And to analyze the data collected were made content analysis.To organize and systematize the results exposed the contradictions of the arguments of school education, curriculum and pedagogical work contained in the works analyzed.We conclude that the relation to human development, the historical-cultural conception is the one that best suits the context of physical education current and reflected in how a curriculum is dynamic and contextualized with reality.With respect to school education the fact is the school shows the paths to education and to knowledge, it is incumbent on other initiatives to encourage the continuity of this knowledge inally, EF makes it necessary to teach the practice because its main pillar is development, but the EF must be contextualized, understood also in its attitudinal and conceptual dimensions, physical education is vast in its areas of related knowledge and therefore the range of content is quite broad and should support the EF teacher to choose them from the local context and the students' experiences.