Educação física nos anos iniciais do ensino fundamental: uma contribuição a partir da abordagem crítico-superadora

Abstract

This work of conclusion of the Course of Degree in Pedagogy has the objective to analyze the importance of the appropriation of the contents of the Body Culture for the formation of the children in the Initial Years of Elementary Education. This study is based on the references of HistoricalCritical Pedagogy, Historical-Cultural Psychology and the Critical-Overcoming Approach to Physical Education.The proposed methodology contemplates a qualitative approach, such as bibliographic research,and it is used as data source the legal documents that mark the Elementary School, second stage of Basic Education, in addition to bibliography pertinent to the subject of study. Firstly, an exploratory research was done on the academic-scientific production of the area, searching for pedagogical-methodological and epistemological aspects in the teaching of Physical Education in the school context. This movement helped to choose the theoretical basis of the present work, which is based on studies by Saviani (1985, 2008), Pasqualini (2013) and the Collective of Authors (1992) on the conception of human being, the definition of educational work, the role of education and conception critical-overcoming of Physical Education. Finally, it can be observed that education assumes an important role in the process of humanization of the subjects (production of the human in human beings), from the appropriation of cultural objectification. Body culture, as a cultural patrimony of humanity, is of extreme importance for this process to take place, because, for the human being to qualify as such, it becomes necessary to access these objectivations. Here we take the process of humanization as one based on the access and appropriation of the world of culture by the subjects. Thus, aiming at this model of formation, as well as the overcoming of dichotomies and antagonisms present in society, the teacher should contribute to the denial of access to the knowledge produced and systematized by the human being, especially those of Body Culture.