Natacha da Silva Tavares

A EDUCAÇÃO FÍSICA NOS ANOS FINAIS DO ENSINO FUNDAMENTAL, SUAS FORMAS E SEUS LUGARES NO CURRÍCULO ESCOLAR: UM ESTUDO DE REVISÃO

This study presents a review where we map what is being searched, the concepts that have built and that which is published about physical education theme year final Education and Elementary school curriculum, as well as, we seek understand the perspectives theme this comes being investigated. The review was performed by searching articles in Brazilian journals available online, Physical Education area of Qualis A2, B1 and B2. You can understand from this review that physical education has represented differently in schools; that the processes of construction of physical education have been covered in several ways. In this sense, it is possible to understand the physical education in elementary school in the Brazilian context as plural and heterogeneous.

MATIZES DA LINGUAGEM E RESSONÂNCIAS DA EDUCAÇÃO FÍSICA NO ENSINO MÉDIO

The inclusion of Physical Education in the Languages Area has generated several debates. From that perspective, this study aims to understand how high school Physical Education teachers and school supervisors carry out such integration. A study from a post-structuralist perspective was developed in public schools in Porto Alegre. This paper is organized in five sections, as follows: investigative direction; legal documents guiding the debate; reflection on language; analysis of teachers’ and supervisors’ positions; and final considerations. Interpretations indicate that teachers interviewed seem to have different perceptions on Physical Education’s role in the new curriculum. The idea of language as communication and expression prevails, challenging us to reflect on the possibilities of expanding the discussion in initial and continuing teacher training.