PLANNING IN PHYSICAL EDUCATION CLASSES IN THE LIGHT OF THE CURRICULUM DOCUMENT OF RORAIMA

Abstract

This study analyzed the proposed planning structure for Physical Education classes in Elementary School in the Roraima Curricular Document (DCRR). It was characterized as a documentary study with a qualitative approach, categorizing the stages and describing the concepts of each of the stages of the lesson plan. It was evidenced that the planning model exposed in the DCRR presents a sequential logic that allows teachers to mobilize the knowledge arising from the body culture of movement, contextualizing in the first moment the body practices that will be developed, making a diagnosis of the previous knowledge that the students already present. on these practices, allowing in the second moment that the thematic units and their respective objects of knowledge are experimented in the different dimensions, through the development of the skills proposed for each cycle, ending with the process of evaluation and systematization of knowledge, to ensure that the learnings were consolidated. In addition to the documental analysis of the DCRR, it is necessary to monitor the teachers' planning in practice, to better understand the impacts of this planning, having as an analysis the teaching action and student learning.