Educação Física: até que ponto educa?

Abstract

In the historical and cultural process of the discipline Physical Education, institutionalized in the extent of the school, It is noted that it was for a long time limited in purely technical classes, disentailed of the critical sense and of the education context in the process of the citizen's formation. With the coming of the Law 9696/98, which recognized and legitimated the professional in the area of Physical education, larger commitment and social responsibility was delegated to the school and, above all to the teacher. Considering the Physical education as didactic-pedagogic activity, more precisely as instrument of relevance education, the present research paper has as objective demystifies the prejudice still existent concerning that theme, object of study, that tries to verify the main contributions of the school Physical education in the students' integral education, analyzing the classes under the aspects of the contents, competition and cooperation and perception of the students' satisfaction in relation to the discipline. In that sense, it becomes of great relevance to understand that the educational process and the Physical education should walk together, intrinsically harnessed in the process of the citizen's education formation, valuing constructively the sport, as well as the aspects of spontaneity ludic behavior, criticity, initiative and socialization. The methodological approach was based on the research principles of descriptive qualitative nature and case study, using as empiric field the Federal Agrotécnica High School of Senhor do Bonfim, represented by the students of the 3rd grades of the High School teaching integrated to the professional Education. The following research instruments were used: semi-structured questionnaire and classes observations. Although it still exists in our society a culture that the Physical education is a mere instrument of physical preparation, disconnected of the teaching formation, the results appear, in its essence, for an educational practice with background in a vision and approach of valorization of the culture, of the cooperation and reflection of the reality, in a critical-transforming perspective, therefore, educate and contribute significantly in the integral formation of the students.