A EVASÃO NAS AULAS DE EDUCAÇÃO FÍSICA ESCOLAR NA PERCEPÇÃO DOS/DAS DOCENTES DE EDUCAÇÃO FÍSICA EM FUNÇÃO DA EXPRESSÃO RELIGIOSA DISCENTE

Abstract

It is believed that physical activity, practiced regularly, is recommended for all people and important for the integral development of the human being. Physical Education as a school discipline brings a pedagogical proposal that seeks to broaden its biological vision only, to a work that incorporates the affective, cognitive and sociocultural dimensions of the students. And the teacher, in search of a new look and care regarding the body, has a leading role. Therefore, the present study has the objective of analyzing the difficulties encountered by the School Physical Education teacher, in his pedagogical practice, in face of the religious diversity of the students and how to avoid evasion in classes due to the orientations that the The students are linked to their religious traditions. The first part was organized from a bibliographical research aimed at understanding the context of School Physical Education and Religion, its principles and the role of the teacher, in his pedagogical practice, in the face of religious diversity. It is intended to identify and understand some concepts and doctrines of religious traditions and the restrictions imposed by them regarding the participation of students in Physical Education classes. Finally, a field survey was carried out through a semi-structured questionnaire applied with eighteen teachers of the School Physical Education, Primary Education (2nd segment) of the private and public municipal teaching networks, of a confessional and non-confessional nature, of the municipality of Santo Antonio de Padua - RJ, and thus through the data collected the results were analyzed qualitatively. The research data were analyzed in a quantitative and qualitative way, trying to understand the perception of Physical Education teachers about school dropout due to the religious expression / religiosity of the students. Among the conclusions identified at the end of the research, it can be seen that the great majority of teachers in the municipality, because they have a Christian religious tradition, considered the fact that the school community as a whole confesses denominations that have the same matrix as in the if it is the Christian. Thus, there is a false sense that all teaching practice is neither questioned nor confronted, being it inclusive for the majority of students and for not presenting any difficulties of these, regarding the practice of EF classes. At the same time, if these teachers understand the true role that they play in the integral formation of the student, in the school context and in society, and from there to use pedagogical strategies, based on the principles of inclusion, diversity and categories of content in order to make classes accessible to all students.