Ginástica escolar: situação atual, avanços e necessidades futuras

Abstract

The School Physical Education is of great importance for the growth and development of students. The diversity of content taught by the Physical Education teachers, gives students the knowledge of numerous sports modalities and especially the importance and value of this discipline. Unfortunately, the lack of interest of Physical Education teachers themselves in planning and delivering classes, many teachers prefer to leave students with only ball activities or even "free classes", do not exploit students' ability to learn. As for example, Gymnastics, content in Physical Education classes, providing students to practice this mode so rich that enables it to multiplicity of body experiences extremely important for the overall development of the individual. The objective of the present study was to verify the current situation, advances and future needs in school gymnastics. The methodology was based on a qualitative study in a descriptive analysis, its sample was with 87 physical education teachers of both sexes, belonging to the faculty of private schools, the state and the prefecture of Minas Gerais. From the analysis of the questionnaire with semi-open, closed and closed questions, a content analysis was performed. In the results found, teachers still create barriers in administering the content "Gymnastics" in their classes. Barriers such as lack of space, materials, proper planning and mastery of classes in their specific content. It was also possible to verify a correspondence in the choice of the "sports" content taught in Physical Education classes in relation to the future perspectives for Gymnastics classes, it was pointed out a greater demand in the highest quality of the classes and to ensure adequate spaces for Gymnastics classes. The present study aimed to collect essential elements of current schooling, whose discussions exist and are necessary for the continuity of future research, as well as providing, for the domain of practice, reflections, references on pedagogical doing in the conditions of actual teaching practice