PEDAGOGICAL PRACTICES AND TEACHERS' KNOWLEDGE IN SCHOOL PHYSICAL EDUCATION: REFLECTIONS ON TEACHING PRACTICES IN ELEMENTARY SCHOOL IN HUMAITÁ/AM

Abstract

School-based Physical Education plays a fundamental role in the holistic development of students by fostering growth across physical, cognitive, social, and cultural dimensions. This study aimed to analyze the pedagogical practices of Physical Education teachers working in lower secondary public schools (Ensino Fundamental II) in Humaitá, Amazonas, considering their professional knowledge, the content taught, pedagogical approaches, and the importance of continuing education. The research employed a qualitative, exploratory, and descriptive approach, involving seven teachers from five public schools. Data were gathered through non-participant observation, semi-structured interviews, a focus group, and a literature review, and were analyzed using Bardin’s content analysis method. The results revealed that teachers recognize the importance of Physical Education for fostering citizenship and developing a culture of bodily movement. However, challenges persist regarding poor school infrastructure, a lack of teaching materials, the undervaluing of the subject, and limited access to continuing education. A predominance of sports-based content, taught through traditional approaches, was observed. The study concludes that strengthening continuing education—combined with valuing the profession and improving working conditions—is essential for consolidating pedagogical practices that are critical, reflective, and context-aware.