O trato com o conhecimento na Educação Física nas turmas de educação de jovens e adultos em escolas públicas de Pernambuco.

Abstract

In Education of Youngsters and Adults (EJA in Portuguese), Physical Education is one of the mandatory curricular components, but in some cases this is not materialized. One of the reasons for this is Law No. 10,793, from December, 1st, 2003, that makes the school subject optional for students who meet the criteria brought by the law, what usually happen to EJA students. Therefore, the problem to be investigated arose: how is knowledge dealt with in Physical Education in Education of Young and Adults (EJA) classes in public schools in Pernambuco? To answer this problem, the general objective was to analyze the dealing with knowledge in Physical Education in classes of EJA in public schools in Pernambuco. The specific objectives were: to verify how selection, organization and systematization of knowledge happen in Physical Education in EJA classes in public schools in Pernambuco; characterize the teaching of Physical Education in EJA in public schools. The research was characterized by a qualitative, descriptive and field approach, using interviews and classroom observations to collect data. As a scientific method, there was an approximation of dialectical materialism. For data analysis, the technique of Categorical Content Analysis by Theme was performed. Data will be discussed using the historical-critical pedagogy as knowledge theory. It was concluded that the selection of the contents in EJA is based mainly on the use of the Curriculum Parameters for the state of Pernambuco as an orientation to the pedagogical practice. The organization is complex in view of the reality of school conditions, such as the precariousness of infrastructure and the student profile that is characterized by heterogeneity. To overcome such conditions, the systematization of content is guided by the adoption of classes, mostly expositive and dialogued with the use of the game, emphasizing topics about health and quality of life. In view of the numerous obstacles with which teachers and students must deal throughout the schooling process, we emphasize the need for articulation between teachers, school and other members of the school community in the search for solutions to these issues, aiming at the improvement of pedagogical practice.