Educação física no ensino médio integrado em agroecologia: um estudo com jovens estudantes do Instituto Federal de Educação, Ciência e Tecnologia de Alagoas (IFAL) – Campus Maragogi.

Abstract

In the decade of the 1980s of the 20th century, the 'Coletivo de Autores' (Author's collective), based on the Historical Dialectical materialism, purposed a Critical-Overcoming Physical Education for schools (EFE, in Portuguese), which is an approach centred around the themes of body culture. In the Federal Institutes (IFs, in Portuguese), the secondary education integrated into technical education (EMI) strives to strengthen the integral education of students by combining general and specific knowledge. In such context, in this research, we have as a general goal to analyse the Physical Education (PE) subject as viewed by the students of an integrated high school course in the Federal Institute of Education, Science and Technology of Alagoas (IFAL) – Campus Maragogi. The following authors were used as study references: Ramos (2003, 2012, 2014, 2021), Saviani (1989, 1991, 2007), Moura (2017), Borowski (2019), Oliveira (2006) and Soares et al (1992, 2009). This qualitative research was developed in two stages, considering that the second one was developed only after the initial assessment of the first stage. The participants were young students in the first, second and third years of the integrated course. In the first stage, we used the Design-Story with Theme (DE-T) technique and had ten (10) students as participants. In the second stage, in which a subgroup of five (5) of the early participating students joined us, a semi structured interview was conducted. In the analysis, we used the technique of categorical content thematic analysis. Results show that the young students present multiple views on EFE in the EMI: as a form of social and self-image acceptance; as a promoter of self-care and health; as generative for high performance athletes and not reduced to sport only. The participants mostly evidence views that resemble those the Critical-Overcoming approach pose and that approximate the perspective of integral formation as defended in the EMIs at IFs. The results evidence that students view EFE in EMI differently, such as a form of making social and self-image acceptance possible; comprehension of sports in the perspective of leisure, health and interaction that prepare them physically and socially for the demands of other subjects. Attending the demand of professional master's degree courses, we developed, as an Educational Product, a Didactic Sequence (SD) in shape of a short course to favour the construction of theoretical-practical knowledge about racket sports using the Critical-Overcoming approach. Young students from the EMI courses in Campus Maragogi participated in the short course. The evaluation of the course was done through forms; the analysis of the information was done through categorical content thematic analysis. The participants revealed that they increased their knowledge around the sports content, in general, and racket sports, more specifically, as well as they could categorize the methodology used in the Critical-Overcoming approach as positive. This paper, besides contributing to the knowledge production on the theme and developing an Educational Product that contributes to the integral formation of the EMI students, could favour new considerations and sensitivities on the importance of PE in integral formation of EMI students.