O “momento pactual” nas aulas de educação física em escolas municipais do Rio de Janeiro: as relações e negociações entre professor e aluno

Abstract

Although little addressed in research on school Physical Education (EFE), we found studies that indicate the incidence of a phenomenon whose main characteristic is to allocate part of the EFE class time so that students can students carry out the activities they wish. Behind this phenomenon is the power relationship (from the perspective of Pierre Bourdieu's Field Theory) and the negotiation between teachers and students. In light of Bourdieu's Field Theory, the study aimed to investigate, analyze and understand to what extent relationships and negotiations between teachers and students can result in the granting of this phenomenon, which we call Pactual Moment (PM) during the pedagogical practice of Elementary School EFE teachers in municipal schools of Rio de Janeiro, making it (the MP) an integral part of classes, a representative element of the habitus. To this end, we divided this research into three studies, which correspond to the characteristics of the entire Thesis. In Study I, we identified and understood the conditions and characteristics of daily teaching and the possible existence of MP in the intervention of 144 EFE teachers working in municipal schools in the city of Rio de Janeiro. To do this, we used an electronic questionnaire. The results indicate similarities in the daily lives teachers, mainly in relation to the space and materials available, football and dodgeball as the activities most requested by students and the existence of MP. During study 2, we identified and understood how power/force relations occur and negotiations between teacher and student that can result in the existence of MP during the systematic observation of 124 EFE classes. To carry out the systematic observation of classes, we used a field diary, which added to an interview guide with the 16 teachers resulted in the data collected. From the content analysis proposed by Bardin, three categories of analysis emerged: class contents/themes; free time from the teachers’ perspective; free time from the students’ perspective. The results show that MP can be understood as an element of the intervention habitus of most teachers. MP appears as a result of pressure and requests from students to have their desires met, and football appears as the activity most requested by them. Study 3 is characterized as an essay whose objective was to propose discussions and reflections about why teachers and students participating in studies 1 and 2 think and act this way in classes. We propose reflections on why EFE teachers grant a MP to students, with football being the most requested and practiced activity. Teachers are forced to negotiate with students the class time, activities and space available in the face of the pressure exerted through requests and actions for the MP to happen, naturalizing it as an element of the habitus