Valorização das culturas nas aulas de educação física: um caminho para a redução de conflitos e fortalecimento das identidades

Abstract

This dissertation focuses on the pedagogical practice of Physical Education in relation to cultures. The study is guided by the following questions: What are the students' perceptions regarding the role of Physical Education in improving the school environment and reducing conflicts? In what ways can Physical Education pedagogical practices that recognize and value student cultures influence conflict mitigation and promote a school climate more conducive to socialization? These questions underpin the objectives of: a) identifying students' perceptions regarding the role of Physical Education in improving the school environment; b) analyzing how valuing student cultures in Physical Education classes can contribute to a more inclusive and safe school environment; and c) developing and implementing a Physical Education action plan that encourages joint student participation, documenting examples of cultural pedagogical practices in Physical Education and their impact on the school environment. The research was conducted with 8th-grade Middle School students at a state public school in the city of Caldas Novas, Goiás. The study followed action research principles and used questionnaires, interviews, field note observations, and focus groups as data collection instruments. The research findings point out that pedagogical practices drawing on students' experiences and cultural backgrounds build up engagement, a sense of belonging and school ties. The experiences bear out that Physical Education can help work through conflicts and improve the school environment when it hinges on dialogue, listening and working together.