THE TEACHING OF PHYSICAL EDUCATION IN SCHOOLS IN THE CONTEXTS OF INTERDISCIPLINARITY AND THE USE OF THE CITY'S NATURAL SPACES FOR PRACTICAL CLASSES

Abstract

In the Education movement, the discipline Physical Education at School is located in the place of relevance, because its pedagogical practice promotes the integral development of the student. However, the practices of physical education in the context of the School are not being considered satisfactorily. From an educational point of view, this problem is related to the fact that between physical education and the natural environment as an informal space for its practice, there is a large gap to be filled. From this premise, the main objective of the present work was to communicate through study in bibliographic sources such as articles, books, websites and other forms of references, concepts and discussions woven in the academic environment about interdisciplinarity in the teaching and learning of School Physical Education and the context of using the landscape as an area of practice for school physical education, specifically aiming to analyze the interfaces between Physical Education and Nature. Emphasize the need to practice physical exercises in contact with nature; communicating about the landscape in the city of Fortaleza, Ceará, Brazil and its spaces available for the practice of Physical Education and collecting opinions and perceptions of school physical education teachers in the city of Fortaleza about these didactic biases were the specific objectives outlined in this work. The instrument used to collect data, opinions and perceptions of physical education teachers in the network of schools in the city of Fortaleza, Ceará was a semi-structured questionnaire applied to a sample of 60 teachers. The results revealed that the majority of the sample of teachers interviewed does not make use of interdisciplinarity in teaching Physical Education at School and also does not use spaces in Fortaleza properly, that is, spaces intended for physical practices in the capital are underused by these teachers. . For this movement to be a concrete practice and to happen constantly, it is necessary to have means of teacher training aimed at this type of work in education; planning of external classes; student and material preparation for this type of class and, even more important, the inclusion of this movement in the school's Pedagogical Political Project.