SUBJECTS, KNOWLEDGE AND DIDACTIC-PEDAGOGIC PRACTICES IN PHYSICAL EDUCATION IN/WITH/THE DAILY OF HIGH SCHOOL

Abstract

This study is organized around the following question: what are the possible pedagogical didactic textures that can be undertaken in physical education in/with/with the daily life of high school, from (re)appropriation of curricular structures? It aims to analyze how the articulation between curricular signs can materialize as didactic-pedagogical actions in the daily life of high school. In order to do so, an ethnographic case study of daily school life was carried out with the principles of existential action research. In other words, the context of tensions, changes and reorganizations in which Brazilian secondary education is presented and its impacts on Physical Education constitute a fertile field for this type of methodological option. From this perspective, it became part of the daily life of a full-time school in the state network of Capixaba, founded in 1977. In this way, during approximately 700 Physical Education classes, which involved direct action with a teacher of the curricular component, ten classes of 1st to 3rd year and about 400 students, we sought to give visibility to the knowledge/doings mobilized in the spaces/times of this daily life. The results indicate educational actions in Physical Education that respect the particularities of daily school life. Therefore, what is being proposed represents a response to general events arising from national educational policies, but also represents responses to the problems and dilemmas typical of the daily life of the researched school.