Qual Educação Física para qual barão? construção de um planejamento para/com os alunos do 6º ano da Escola Estadual Barão do Rio Branco

Abstract

This study aimed to develop a participatory planning process with sixth-grade students at Escola Estadual Barão do Rio Branco – the first public school established in Belo Horizonte. Although the school has historical recognition, it faces challenges related to limited spaces and insufficient materials for the development of various physical practices.This research adopted the "teaching-research" methodology, in which the teacher seeks to identify the challenges present in their practice and aims to overcome them, producing knowledge connected to their role as an educator.During the course of this research, efforts were made to learn about the school's history and how physical practices have been present and mobilized throughout more than one hundred years. It was also important to get to know the students—their dreams, goals, and the activities they engaged in outside of school.After a period of familiarization, the participatory planning process was developed during the first academic term and implemented throughout the second and third terms of the 2024 school year. In this process, students were able to choose which physical practices would be developed within four thematic units: sports, dance, gymnastics, and adventure physical practices. These units were selected based on the guidelines of the Brazilian National Common Curricular Base (BNCC) and the Curriculum Reference of Minas Gerais (CRMG). The practices chosen by the students included Soccer, Funk dance, basic Gymnastics movements, and Parkour.The implementation of these practices brought a range of challenges and opportunities that fostered learning, reflection, revision, and the enhancement of my teaching practice. This process contributed to the (re)construction of my professional identity, while also allowing students to experience new physical practices and engage with different expressions of the body culture of movement. Furthermore, it led to a process of re-signifying my relationship with the school, its spaces and materials, as well as the bonds formed with the students.