A intencionalidade pedagógica da educaçao física escolar nas séries iniciais do ensino fundamental

Abstract

This work intends to analyze the pedagogical intentionality of the Physical Education teachers at the Initial Levels of the Primary Education, related to the teaching plans, to the speech and the pedagogical practice, as well as to analyze the coherence among these aspects. The methodology was characterized by the phenomenological view through the form of study of case with qualitative approach. The instruments to the data claim were the documental analyze (teaching plans), the semi-structured interview (speech) and the unsystematic observation (pedagogical practice). The indicators used in this research were: the objectives; the contents; the methodology; and the evaluation. The interpretation of the data was the content analyze. The participants were three Physical Education teachers. We conclude that: 1) the utilization of different pedagogical intentionality by the teachers, however, the most are traditional and hegemonic at Scholar Physical Education; 2) Most of the people does not plan their teach actions; and 3) there is little coherence among the teaching plan, the speech and the pedagogical practice of the teachers. Of this form, we can project, without fondness to be prescriptive, the hypothesis of the performance of a professor of Physical Education that develops the cooperation between the involved professors, defying to construct them to it new meanings for the Pertaining to school Physical Education; carrying through planejamentos and constant studies in the daily one of the school.