Gênero, equidade e conteúdos trabalhados em educação física escolar: relevantes ou irrelevantes?

Abstract

This survey approaches the matter on gender through physical education in schools. The general goal was to investigate If the physical education teachers use differential factors in the development content with respect to gender and to examine the evidence that underpins content selection in matters of gender and equity through Physical education. The methodology was descriptive and had nature quality. There was a literature review and a case study close to 15 Belo Horizonte local, State and private schools professors, in which open interviews were applied to identify their perceptions. One felt sure that picking learning, i.e. the physical activity preconception related to sexes, still exists in some teachers minds submitted by some schools rules, although they are looking suit, through personal adjustments, both by their training and experience. No teachers know what coeducative classes mean in physical education. Thus, it was concluded that its urgent a general cultural enhancement, looking for the school physical activitys contribution effectiveness toward training boys and girls without gender bias.