O ensino da ginástica nas aulas de educação física no ensino fundamental em escolas públicas estaduais em Teresina-PI

Abstract

This study aimed to analyze the teaching of gymnastics in Physical Education classes in the final years of Elementary Education in public state schools in the city of Teresina, PI, Brazil. The research was guided by the following question: how is gymnastics teaching configured in Physical Education classes in Elementary Education in state schools in Teresina, PI? In order to address this issue, the following specific objectives were established: to map how gymnastics teaching is developed in Physical Education classes in public state Elementary Education schools in Teresina, PI; to characterize the difficulties faced by teachers in teaching gymnastics, considering their initial and continuing education, as well as the physical, structural, and material conditions available in schools; to analyze how these difficulties manifest as challenges in the daily routine of Physical Education classes; and, finally, to develop a Guide with practical and policy recommendations aimed at overcoming the challenges identified in the teaching of gymnastics in public state Elementary Education schools in Teresina, PI. The theoretical framework was grounded in authors who discuss gymnastics within the context of school Physical Education, teacher education, educational policies, and pedagogical practices, including Freitas and Frutuoso (2016), Schiavon and Nista-Piccolo (2007), Gaio (2017), Tubino (2007), Ayoub (2013), Saviani (2007), Darido (2001), among others. Methodologically, this is a field study with a qualitative-quantitative approach and an exploratory, descriptive, and observational design. Data were collected through a semi-structured questionnaire, which enabled the understanding of both objective and subjective aspects related to the teaching of gymnastics and the challenges faced by teachers in their school routine. The study was conducted with tenured teachers from the state public school system of Teresina, PI, who work in the final years (6th to 9th grade) of Elementary Education, totaling a sample of 17 participants. Qualitative data were analyzed using content analysis, according to Bardin (2013), while quantitative data were treated through descriptive statistics. The results revealed that gymnastics teaching in Physical Education classes occurs in a sporadic, fragmented, and secondary manner, often becoming scarcely visible when compared to the predominance of other contents of body culture. The Gymnastics for All approach emerged as the most frequently adopted by teachers, mainly due to its flexibility, inclusive character, and adaptability to the school context. However, teachers identified several factors that hinder the development of this content, such as pedagogical insecurity, weaknesses in initial and continuing teacher education, the absence of institutional training policies, insufficient or nonexistent material and structural conditions, and students’ lack of interest in experiencing new bodily practices. In this context, it can be concluded that such difficulties contribute to the invisibility and marginalization of gymnastics within school Physical Education. As a technical-technological product, a Guide was developed containing practical and policy guidelines aimed at strengthening the teaching of gymnastics in schools. The material was constructed based on the demands and perceptions of the participating teachers, grounded in theoretical references in the field, and organized into thematic chapters addressing fundamental concepts, pedagogical strategies, activity proposals, and guidelines for planning and implementing gymnastics in the school context, thereby contributing to the qualification of teaching practices and expanding the possibilities for incorporating this content into classes