Corpo e movimento no cotidiano de uma escola "plural": um estudo de caso

Abstract

This study aims investigating the construction and manifestation of the relationships between a political-pedagogical project considered innovative the Escola Plural Program, implemented at the Municipal Education Network of the city of Belo Horizonte since 1995 and the corporeal practices which happen in the Physical Education classes as well as in other times/ spaces, in the routine of a fundamental school. For this study, a school which presents strong compliance with the principles and guidelines of the Program was chosen. The collection of data involved observation of the schools daily routine (Physical Education practices, projects, pedagogical meetings, the arriving an leaving of the students, as well as recreations breaks between lessons); interviews (with teachers, students and a member of the community) and analysis of documents (especially publications on the Escola Plural Program). What could be verified at the school under research was a greater freedom of corporeal movement by the students in a different learning spaces and a lack of strict strategies of body control. The school also presents a significant opening to esthetical and corporeal dimensions of knowledge, incorporating practices which used to occupy marginal times to the formal curriculum, revealing consonance with the Escola Plural Program. It could also be verified that Physical Education, in this conception as a subject, remains, to a certain extent, resistant of the principles and guidelines of the Program.