Uma análise da metodologia dos professores para inclusão do sexo feminino nas aulas de Educação Física no conteúdo esporte

Abstract

This dissertation aims to analyze the methodologies systematized by Physical Education teachers for the inclusion of female students in sports practices, through a descriptive field research with a qualitative approach. The instrument used was a semi-structured interview, composed of open questions prepared by the researcher himself. The participants were Physical Education teachers linked to the District Coordination 01, working in the final years of Elementary School of the State Department of Education of Amazonas, in the central region of Manaus. For data analysis, the content analysis technique was adopted, according to the assumptions of Moreira and Porto (2005). Four teachers, named P1, P2, P3 and P4, were interviewed. The research sought to describe the inclusion of female students in sports content in Physical Education classes, identifying the methodologies adopted in relation to girls and discussing the systematization of these practices to promote their inclusion. According to Devide (2017), mixed classes were understood as being divided by time, by separate spaces, by differentiated and "gendered" activities, or even as co-educational. The methodologies observed included: P1 promoting dialogues with the students, P2 adapting rules and valuing the students' success, P3 using playful games, and P4 adopting a didactic sequence that involves theory, games, exercises and play. The responses categorized in this research point to the need for pedagogical interventions that promote a problematizing didactic, with an emphasis on gender issues. As an educational product resulting from this work, a pedagogical notebook was developed containing a methodological proposal for the inclusion of girls in sports practices.