This research focuses on athletics, specifically street running as school content in the light of developmental teaching. Thus, the problem of this research consists of how to develop a pedagogical action approaching street running from the perspective of developmental teaching that is articulated with the school community? The general objective of the study is to develop a pedagogical action approaching street running from the perspective of developmental teaching that is articulated with the school community, and the specific objectives are to analyze the particularities of this pedagogical action with the high school students participating in the study; describe the didactic proposal carried out, present the procedures for building the school's running event, list the limits and possibilities for the development of pedagogical action in the light of developmental teaching and, from there, elaborate an educational product that proposes guidelines for the collective construction of a school street running event. The methodology of this study is characterized by a quantitative-qualitative, descriptive approach and the research method is classified as a didactic-formative experiment. Thirty-eight students enrolled in the elective subject of athletics, offered at a state school for 1st and 2nd year high school students aged between 15 and 18, took part in the study. The didactic experiment was carried out in 11 meetings of two lessons each. The data obtained demonstrate that the students understood and mentally operated with some of the scientific concepts that constitute street running and among the main categories of concepts learned, the concept of running, characteristics and typologies stands out first, followed by the biopsychosocial aspects involved in the modality, then theoretical knowledge about how to start running and, finally, how to organize a street running event. An educational product was created in the form of a booklet containing didactic-methodological guidelines for the collective construction of a street racing event with the school community as actors and authors. It was concluded that the didactic-pedagogical approach adopted provided evidence of formulating the theoretical thinking of students participating in the elective athletics discipline.

The teaching of hegemonic traditional sports in Physical Education classes and the limited diversification of their content are important problems in the area. Traditional teaching centered on traditional team sports based on the principles of performance and competition has generated the exclusion of the weak at the expense of the more skilled. The reduced diversification of content is highlighted in the literature as a reason for evasion. In this sense, badminton presents itself as a possibility for diversification, being a non-traditional, inclusive and fun sport. Thus, we developed the teaching of badminton in a Critical-Emancipatory conception, experimenting with educational possibilities. Given this, the study question was: how to teach badminton in Physical Education classes in Elementary School Final Years from the perspective of the Critical-Emancipatory Conception? The general objective: to build, apply and evaluate a badminton teaching proposal in Physical Education classes in Elementary School Final Years based on the Critical-Emancipatory Conception. Specific objectives: describe the limit transcendences developed in a badminton teaching unit; discuss possibilities for developing creative educational competence; reflect the gender relations of students in badminton classes in School Physical Education and analyze students' perceptions and feelings in their experiences in badminton classes. This is qualitative action research of a descriptive-exploratory nature. The setting was the Escola Municipal Professor Zuza, Natal/RN, involving the 8th grade classes A, B and C. To achieve this, we built a badminton teaching unit with 15 60-minute classes held between May and August 2023. Classes were held in the classroom, video room and courtyard. The pedagogical planning consisted of: project socialization meeting, diagnostic assessment and class planning. The instruments were: questionnaires, student field diary, image recordings and participant observation. The research was approved by CEP/UFRN, under opinion number 5,918,088 on May 3, 2023. The answers to the diagnostic questionnaires revealed that the majority of students were unaware of badminton and few already knew how to play. Notes in the student's field diaries indicated that, despite the low return of notebooks, significant written reflections on the classes were obtained. In participant observation, tensions between bodies regarding gender relations were verified, which were minimized through problematizations and discussions. The answers to the experience questionnaires showed that badminton promoted the effective participation of everyone in co-educational classes. Furthermore, the experiences generated opportunities for students: fun, inclusion, social interaction, creativity, communication and co-education. Therefore, we consider that the didactic unit developed was significant in the training of students based on badminton teaching, resulting in a successful pedagogical practice, capable of developing new learning, skills and educational capabilities in students.

Among the diversity of cultural manifestations that can be thematized, sport continues to stand out, being a content that allows a range of movements to be explored and experienced in High School Physical Education classes, and volleyball, being a traditional and popular among young people, it can be thematized in other ways, using other scenarios and contexts, bringing new learning possibilities, especially when worked on in a critical approach to Physical Education, such as critical-emancipatory, which seeks to place students at the center of the process of teaching learning and encouraging them to develop their autonomy, protagonism, creativity and expansion of their criticality. In view of the above, the general objective of this research is to analyze a materialized pedagogical intervention in Physical Education classes in High School Integrated with volleyball content from the critical-emancipatory approach, and its specific objectives are to develop a didactic unit on volleyball, from the critical-emancipatory approach; evaluate the teaching-learning process of the applied proposal; and, prepare a booklet with volleyball content, based on the critical-emancipatory approach, as an educational product. To achieve the proposed objective, a descriptive, qualitative and intervention-type research was carried out, with the target audience being 26 students from the 2nd year of Integrated Technical High School of the Morning Environmental Control Course at the Federal Institute of Education, Science and Technology. of Rio Grande do Norte – Natal Central Campus, in the city of Natal/RN. Its application was carried out through a didactic unit consisting of 10 meetings. For data collection, the researcher's field diary, participant observation and portfolio were used as instruments. Data analysis was divided into three main topics: (1) Known Volleyball: aimed at describing the first meeting of the teaching unit and identifying students' prior knowledge about volleyball; (2) Experimented Volleyball: intended to describe the other nine matches; and (3) Perceived Volleyball: related to the evaluation of the teaching-learning process. As results, with regard to volleyball known to students, we identified that the main aspects related to the modality were about rules, fundamentals, game situations and curiosities. In relation to volleyball experienced by students, we realized that the experiences generated opportunities to experiment, learn and create/invent different possibilities about volleyball. Regarding perceived volleyball, students pointed out that the theme of volleyball was diverse, new, positive and inclusive; that the participation of students throughout the meetings was considered very participatory; and, that the pedagogical intervention was important for their integral formation through reflection, satisfaction and growth. We consider that the proposed pedagogical intervention was quite successful and the critical-emancipatory approach appears to be a powerful and fruitful possibility to developany Physical Education content at EMI. We believe that the results presented in this dissertation and the product generated can be reflected, replicated and reconstructed by other researchers, in new contexts and with other audiences.

With the promulgation of the Education Guidelines and Bases Law (Law No. 9,394/96), the discipline of Physical Education in Brazil is integrated into the school's pedagogical proposal and with the implementation of the Common National Curricular Base, its function of promoting health in the school environment is reinforced. . Several studies point out the benefits of the discipline on students' health when offered in the basic education curriculum. Mental health is also addressed in national education guidelines and in programs that aim to improve students' health and quality of life. By experiencing issues related to anxiety, fear, insecurity, stress and nervousness among students during classes in the pedagogical context of the discipline, the objective of this study was to promote alternatives and strategies for mental health care in the school environment, through bodily practices. and activities in the context of leisure. The research is qualitative in nature, characterized by action research carried out at the José de Barcelos State School of Professional Education, located in the Messejana neighborhood, in the municipality of Fortaleza- Ceará. The action research included the participation of a class of 35 students regularly enrolled in high school, and the intervention project actions took place with the other students, three times a week during class breaks. Data collection was carried out through: questionnaire, focus group and field diary. To analyze and interpret the data, a thematic categorical analysis was carried out, based on Minayo (2000). The research followed the ethical principles of CNS Resolution No. 466/12 and CNS Resolution No. 510/16 of the National Health Council. Preliminary results identified a high potential for common mental disorders, indicating the negative impacts of the pandemic and the post-pandemic period on students' mental health. In relation to the first reflections on Physical Education classes, partial results suggest that classes, when developed in a contextualized manner, focusing on physical and emotional aspects, can positively influence students' mental health, according to their perception.

Bullying is, without a shadow of a doubt, one of the biggest challenges faced by schools in Brazil and around the world, taking on increasingly worrying proportions due to its devastating potential in the lives of many students. This phenomenon, although as old as the school itself, was only systematically studied in several studies in the early 1970s, initially in Sweden, thus increasing efforts to understand bullying. The bullying phenomenon can be understood as aggressive attitudes that occur intentionally and repeatedly, without apparent motivation, and within an unequal power relationship. This type of violence can manifest itself in the form of jokes, nicknames, hazing, teasing physical aggression, etc., and can have serious consequences for students in adult life. It is known that Education classes provide moments of great interaction between students, interactions that can often create environments conducive to the practice of bullying. Therefore, the general objective of this study was to describe the forms of bullying manifestations in a school in the municipal network of Macaíba/RN and to present an intervention proposal for the prevention and confrontation of this problem. As specific objectives, this study intended to: map how acts of violence manifest themselves in the school environment; mediate the construction of a proposal for the prevention and combat of bullying; and evaluate the implications of a proposal constructed collectively by students. This research work presents a qualitative approach, of a descriptive nature, and is classified according to the procedures used as a case study. The instruments used for data collection were participant observation and individual interviews with students and parents. For data analysis and interpretation, a thematic categorical analysis was performed. The results identified students involved in bullying situations, indicating the classroom as the place with the most occurrences. Direct bullying, manifested through verbal aggression, was the type with the most situations, with unwanted nicknames being the most frequent. It was also possible to identify some gender issues related to the bullying phenomenon so that bullying in its indirect form prevailed among girls. In contrast, its direct form was prevalent among boys. Regarding the proposal to confront bullying, the results suggest positive implications in increasing knowledge about the subject, consequently in a significant reduction in the occurrences of the phenomenon.

Physical Education has sought its legitimacy and consolidation as a curricular component of the school, being essential to the search for its organization from a pedagogical intentionality, allowing the students to know and experience the practices that compose the culture of movement. Recognizing the importance of diversifying and providing opportunities for new contents and methodologies in Physical Education classes at school, this work aimed to diagnose the reality, apply and analyze a proposal for a pedagogical intervention that would allow the inclusion of sports with racquets in an elective discipline in the full-time school. 30 students from the 1st grade of the high school participated in the research, enrolled in the elective discipline of sports with racquets, and who accept, through the due terms, to participate in the aforementioned study that took place at the full-time high school Dom Antonio Campelo de Aragão. The construction of the work is based on a qualitative research proposal of the intervention type, that is, a participatory study characterized by the contribution of the researcher and research subjects for the construction of solutions to the identified problems. The collected data were treated and organized into three categories: probing reality, experiencing reality and evaluating reality. With the development and evaluation of this didactic unit, some contributions, discoveries and organization of a product destined for the construction and systematization of tools to facilitate the handling of the following sports with rackets are described in the dissertation: Field Tennis, Table Tennis, Beach Tennis, Badminton, Frescobol, Quimbol and Speedball. In this work, the limits and possibilities identified in the development with students through cooperative learning in the racquet sports elective are presented. The study was submitted to the Ethics Committee of the Federal University of Rio Grande do Norte - UFRN and registered in the Plataforma Brasil, obtaining a favorable opinion.

This study focuses on the teaching of the Adapted Sport theme within an inclusive perspective, with this inclusion being seen more broadly. The general objective of this study was the collective construction, implementation and evaluation of a didactic unit with the use of adapted sport within an inclusive perspective in Physical Education classes in High School. The specific objectives were: 1- Diagnosing and Identifying the perception and experiences of students on the thematic unit adapted sport in Physical Education classes in elementary school; 2- Develop a didactic unit on adapted sport within an inclusive perspective as a pedagogical tool in Physical Education classes in High School; 3- Evaluate a didactic unit on adapted sport within an inclusive perspective in Physical Education classes in High School. A field study of the research-action type was carried out, using the descriptive qualitative method in a school of the State Education Network of Ceará, located in Fortaleza, with 64 male and female students from two classes of the 3rd Year A and B of High School. The instruments used were: a) participant observation of Physical Education classes, through the use of a field diary; b) 02 questionnaires, 01 about the understanding of the students regarding the Adapted Sport obtained in Elementary School; 01 to Evaluate a didactic unit on adapted sport within an inclusive perspective in Physical Education classes in High School. The research was approved with the opinion of the Brasil platform nº 5,678,415. The results were divided into: analysis of the diagnostic questionnaire; description of the pedagogical intervention; analysis of the evaluative questionnaire, final considerations, observing whether the objectives outlined by the investigation were achieved, and verifying the notes that led us to the construction of this didactic unit. The theme had its relevance when we were able to verify the gains acquired from the students through the implementation of the research project. The answers obtained in the diagnostic questionnaire confirmed that the vast majority of students did not have access to content in previous grades. The answers obtained in the evaluation questionnaire made us perceive an awakening by the admiration and recognition of the other for their differences. The students were able to relate the Adapted Sport theme with inclusion in an expanded way. This content was described by all as essential to be taught in high school and also in elementary school.

This work has as its theme the Experience of Cooperative Games applied to School Physical Education. Considering the low participation of students in Physical Education classes, especially when they reach the final years of Elementary School, in which exclusion becomes even more noticeable, either because the student does not follow a pattern of movement expected by sports techniques in Physical Education, or difficulty socializing with others in the class. Do you have as a study question how the experience of cooperative games can contribute to the inclusion of students in Physical Education classes, in the final years of Elementary School, regardless of their motor skills? To carry out this study, we developed as a general objective to experience the possibilities of applying Cooperative Games as a methodological strategy for inclusion in Physical Education teaching, in the final years of Elementary School and specifying the following specific objectives for the study: To identify the students' prior knowledge about the cooperative games and exclusion situations present in Physical Education classes; apply a teaching unit on cooperative and semi-cooperative games in two 7th grade classes, aiming to sensitize students to the principles of inclusion; build and apply a cooperative gymkhana between the two groups, collectively, in which the principles of inclusion are present, presenting the meanings of this personal experience of inclusion for each participant. As a theoretical framework, we developed the following items Education, School and School Physical Education, The inclusion process in school Physical Education and the cooperative approach to teaching and Cooperative Games. As methodological aspects, we opted for participant research, we chose two classes of Elementary School in the final years of the Municipal School Deputado Djalma Marinho with 41 students in total, we used the following data collection instruments: two questionnaires with open questions, one at the beginning and another at the end of the teaching unit, application of a didactic unit. Considerations, the vision of inclusion is seen as beauty, as a harmonious feeling, in addition to the friendship that inclusion makes possible.
The concept of exclusion, in the students' view, implies staying out of the game, either because they were excluded by part of the group or by the teacher's own dynamics, which sometimes leads to students' dissatisfaction. Some characteristics of Cooperative Games were presented as the joy of playing without worrying about the result, reinforcing the idea that these games seek to overcome challenges, and the satisfaction of being able to participate. The feeling of welcome, of joy replacing sadness, the feeling that no one is better than anyone, the understanding of the importance of working in a group, and that everyone learns in their own time.

Developmental teaching has emerged as a methodological theoretical possibility that contributes to the development of theoretical thinking in different curricular components and teaching levels. The problem of this research consists in knowing how developmental teaching contributes to the development of theoretical thinking in high school students based on athletics as a content of body culture. The study aims to analyze the results of a didactic experiment with students in a teaching unit of Physical Education in high school based on the theory of developmental teaching, with athletics as content and from there to elaborate an educational product that represents the context of specific teaching and its possibilities of generalization from the teaching actions based on this theory in a teaching unit of physical education, with the content Athletics. It is a didactic-formative experiment, with a qualitative approach, of the descriptive type that acts at the same time as a method of investigation and experimental teaching. The study was developed with a sample of 30 participants, students from a high school class who attend Physical Education classes at the Federal Institute of Education Science and Technology of Piauí – IFPI, at Campus Valença do Piauí, aged between 14 and 17 years. The students participated in a didactic experiment with athletics as its content, using the precepts of the study activity theory, based on problem solving, to fulfill the study tasks, through determined actions, advocated by Davydov (1988) during the 8 classes. Data were also collected through the application of a diagnostic questionnaire, notes made in a field diary and transcription of semi-structured interviews. The results show evidence of theoretical thinking in the formation of athletics concepts and advances towards the practice of conscious body movements, suggesting Davydov's developmental teaching as a methodological theoretical possibility in Physical Education in high school and it is proposed that more experiments be carried out on the theme. After the application of the experiment, an educational product was made in the form of a blog that will be used for dissemination and discussions on the theory of developmental teaching in Physical Education.

School Physical Education has suffered over the years several influences from sports practices and performance. Soccer is one of the most prestigious sports in Physical Education classes, but without many reflections and questions, and often without a clear methodological perspective, devoid of meanings for elementary school students. Therefore, the theme of the study is “The teaching of football in the context of the critical-emancipatory approach”. A critical-emancipatory approach aims at the formation of a critical and emancipated subject, who had autonomy and awareness to understand the phenomena and contexts that permeate society and, for that, they intend to create an educational environment, where the student has the freedom to create, criticize and opine. In this way, the research seeks to reflect beyond the technical aspects, what football can provide for the development of the individual, providing it through this sport, to develop autonomy skills, creativity, social interaction, objective skills and others. The present study aims to develop a teaching proposal for football based on the critical-emancipatory approach, in an 8th grade elementary school class, analyzing the teacher's challenges for the application of a critical-emancipatory teaching proposal, as well as, together with the students of the aforementioned class, experiencing sports at school, especially football throughout the school trajectory. In addition, reflect and discuss this proposal, and the teaching-learning process. Thus, this study will be qualitative, descriptive and exploratory in nature because it refers to the understanding of processes that occur in a given institution or community. Therefore, it is a qualitative case study, with participatory research, where there is interaction between the researcher and the subjects involved in the actions. Our research universe will be the State school Professor Manuel João, located in the municipality of Grossos-RN, circumscribed in the 12th DIREC, linked to the secretary of education of the state of Rio Grande do Norte, where the students regularly enrolled in the 8th will be part of the study. elementary school year. Data collection will be carried out through the students' class diary, observing the activities developed during classes in the class and records in the researcher's diary, with records and notes. For the analysis of the data of the present study, we will use the thematic modality of content analysis, where the information will be raised in a qualitative way, through the observation of the study participants.

Dance-related activities, despite being well accepted in schools from kindergarten to high school, are little explored in School Physical Education. In view of this, the objective of this research was to develop a didactic proposal centered on the Thematic Unit - Dances, which can support Physical Education teachers to plan on the subject, with a 3rd year class of the Early Years of Elementary School in the municipality of Pacatuba/CE . The participants of the experiment were children from a 3rd year class (morning) at the Walney do Carmo Lopes School of Early Childhood Education and Elementary Education in the academic year of 2023. The work was qualitative in nature, based on a descriptive experience report, interpreting data observed in the process of teaching-learning of a pedagogical sequence. The instruments for data collection in the field research were a pedagogical plan of action structured with eight moments, a field diary of the teacher-researcher and a portfolio of activities carried out by the students during classes. The objectives of this study were achieved, as a didactic sequence was developed and experimented with children from a 3rd year class in the early years of elementary school. They were able to present all the requested activities even without prior knowledge of the subject, based on the idea that they themselves built about dance based on rhythm. What can subsidize and reference future planning of EFE teachers. The sequence was described with details of what the children absorbed from their understanding of the subject. The potential of this research can highlight that it starts from something that is intrinsic to all human beings, rhythm. Builds knowledge from what students know. The limits of this research are mainly due to time, the workload of the curricular component is short. For the perception of dance in/from the school beyond the choreography montages for the event. Student experience unrestricted by gender or religion that they have a right to know widely implemented. That the federal, state and municipal education systems can contribute to the continuing education of PE teachers on the subject of dance at school. The discussions stood out due to the fact that gender issues did not affect the execution of activities. Religious issues limit a student's participation. Nursery rhymes seem to be reduced in children's general repertoire. Dance attracts the attention of students with intellectual disabilities. Common sense was shown in the children's drawings that were repeated to symbolize each musical style. We conclude this research stating that any thematic unit and its objects of knowledge are possible to be developed through planning and research.

In the last school census carried out in 2022, the agency responsible for the research reported the completion of 1.5 million enrollments in special education, which in relation to the last census is equivalent to an increase of 29.3%.despite this continued growth, research in the field of Inclusive School Physical Education is still scarce.Given the potential that Physical Education has to contribute to building an inclusive culture on the school floor, the present study established as a general objective to report the experiences on disability in School Physical Education (EFE) and in sport and as specific objectives: describe the experiences with the disability and the differences in personal life and in the EFE, b) share personal and inclusive experiences in sports events and c) present the perception of family members and students about the pedagogical work of this student researcher on the school floor, in TeachingElementaryin the city of Natal/RN.A descriptive experience report type research was carried out, in the time lapse between 209 and 2023, at the Municipal Elementary School Professor Berilo Wanderley, at CAIC Esportivo de Lagoa Nova (School Sports Center Geração 2000) and at the Escola Estadual de EnsinoFundamental Teacher Maria Ilka de Moura, west sector of the potiguar capital, with the public of special education, 35 students, where 20 were male and 15 female.The instruments used for data collection were the Field Diary, photographic/video records and the Research Questionnaire.Approved with the opinion of the Brasil platform nº 5.795.492, the study had the results distributed in two blocks: perception of the students and perception of the family members regarding the pedagogical work of the researcher teacher and the inclusive context, both analyzing the significant contributions and their possibilities ofadvancement.With regard to the final considerations, the importance of the school, the EFE, the other subjects of the school community and effective public policies was verified, so that together an inclusive culture is built or strengthened on the ground of the schools and contributes to a meaningful teaching andof greater social relevance, since inclusion is a mission for the whole of society

This work is a social research, with a qualitative approach, of the participant type, which sought to understand how we can insert Rhythmic Gymnastics in School Physical Education in the early years of Elementary School. For this, it was proposed the development of a didactic unit for the teaching of the base of Rhythmic Gymnastics, in Physical Education classes, for the classes from 1st to 3rd of Elementary School Initial Years, bringing the modality closer to the age groups of the students. The universe of participants in this research was defined with 80 students from the 1st to the 3rd year of Elementary School, from the Professora Maria Luiza Alves Costa State School, and totaled 27 students after validation of the defined participation criteria. The study instruments chosen were: the summary form, to (a) identify, in the universe of Gymnastics, the basic body elements that underlie the experience of GR in School Physical Education; the class diary, in order to (b) structure and experience gymnastic movements in School Physical Education classes, associating toys characteristic of children's culture; and the illustrated questionnaire to (c) assess the level of satisfaction of the students after the experiences of Rhythmic Gymnastics. The research was divided into 3 phases. In the exploratory phase, we seek to establish relationships about the aspect of Rhythmic Gymnastics and, in the literature review, we address information about Brazilian Physical Education, its history, evolution and legitimation, to better understand its current organization, its particularities, and also the facts that contributed, directly and indirectly, to the formation of Rhythmic Gymnastics, from its historical construction to its arrival at school.  as a bodily manifestation that is part of the Culture of Movement, rich in pedagogical possibilities and capable of producing knowledge to students, but little developed in School Physical Education classes. From these data, we started the second phase by making the form proposed in the first objective (a), which allowed us to structure the experiences (b), and were lived and recorded them in the class diary, generating data for content analysis in the third phase. In this study, the thematic approach was used, using the semantic criterion, and its development allowed the elaboration of a Thematic Map of Analysis, which was decisive for the consolidation of the results found. As a result, this research organized the "Body Knowledge of Rhythmic Gymnastics", which allowed to propose the contents, body movements and technical elements of the devices for the 3 Initial Years of Elementary School. And, as appropriate, it also reached a high level of satisfaction among the participants.

The Physical Education teachers who passed in our student life brought the reflexes of their formations, some managed to break with the sportsmanship and others not, it is perceived with this a lack in the application and experience of the gymnastics content in the Physical Education classes, due to possibly of few editions and literary publications, lack of stimuli in the experience of teachers or little importance given to the content. Our general objective was to propose pedagogical possibilities about teaching gymnastics in the final years of elementary school. Our specific objectives were: to build with the students a work proposal for the gymnastics thematic unit; to describe a work experience with gymnastics in Physical Education classes in the Final Years of Elementary School; verify and evaluate the perception of gymnastics at the end of the sequence of classes. The research is classified as qualitative in nature, characterized as action research. The research was carried out during Physical Education classes with students of the 7th year of E. E. E. F. Antenor Navarro, in the city of Guarabira/PB. The instruments used for data collection were the application of a questionnaire, the pedagogical sequence, the descriptive participant observation and the imagery, photographic resources and field diary. The research was submitted and approved by the Research Ethics Committee of the Federal University of Rio Grande do Norte and registered on the Plataforma Brasil, with opinion number 5,257,813, on February 22, 2022. It is in accordance with the Resolution of research with human beings CNS 466/12, considering respect for human dignity and the special protection due to participants in scientific research involving human beings. The results were described and analyzed, based on the students' experiences, records and observations of the teacher-researcher, in addition to field diary notes. The intervention reached its objective in proposing pedagogical possibilities in the teaching of gymnastics, through theoretical and practical classes, with the involvement of the students. Breaking with the sporting cultural pattern, the culture of the “ball” in Physical Education classes, is something challenging, as it requires a lot of patience, but it is not something impossible to be broken, it is enough that we open up new possibilities of bodily experiences that escape the element “ ball”, established historically as something indispensable in carrying out a class. This study corroborates the teaching practice of several teachers, strengthening that it is possible to teach gymnastics at school.

The sport, the game, the gymnastics, the dance, the fight, among others, are corporal manifestations present in the society, and that the Physical Education appropriates as content in its pedagogical practice in the school. In this sense, we bring the game as content and pedagogical strategy, but our main focus is to discuss the different nuances (spaces, materials, participatory planning, student protagonism, development of the thematic unit, among others) of two different school units, which, By themselves, they demand a number of different factors that are of great relevance to be discussed, namely: geographical, social, economic, municipalities, internal organizations, cultures, as well as factors to be known from this research. These factors are present in the lives of many teachers who divide their teaching career in more than one school.

The participation of students in body practices experienced in Physical Education classes is significantly reduced 

throughout Basic Education, especially in the final years of elementary school and in high school. 

This withdrawal becomes more evident as they progress in their studies and there are several factors responsible 

for the students' refusal to participate in the corporal practices provided for the classes. The aim of this study 

was to identify the impact of participatory planning as a tool to encourage students in the corporal practices 

experienced for physical education classes. The study was carried out using qualitative methodology, 

through exploratory research and action research, in a school in the State Education Network of Rio Grande do Norte, 

with a population of 25 students regularly enrolled in Elementary School, in the 9th year A, morning shift at 

Dr. Sílvio Bezerra de Melo State School, in Currais Novos. The instruments used to collect the experiences were: 

questionnaire, interview, field diary and observation, and the reported experiences were analyzed through descriptive 

analysis. The research, registered at Plataforma Brasil under number 15865919.0.0000.5537, was approved by 

the Ethics Committee with approval number 3,474,756 dated July 29, 2019. The results indicate that participatory 

planning is a very efficient tool to overcome the departure from body practices experienced in Physical Education 

classes, especially in the division of responsibility between teacher and students for the success of classes, in the 

motivation and interest of students for participation in the classes and in the motivation of the teacher with the 

classes due to the change in student behavior.

Physical Education has made significant advances since the redemocratization of Brazil in the 1980s, developing several approaches and theories such as Developmentalist, Interactionist-Constructivist, Critical Overcoming, Psychomotricity, Humanist and Cooperative Games. This study aims to analyze and describe the planned Physical Education classes, focusing on cooperative games, as a pedagogical intervention in the thematic unit games. The research has a descriptive qualitative character as a methodology with the characteristic of an experience report based on the application of 6 classes, with a focus on cooperative games, carried out in a class of the 6th year of Elementary School II, belonging to a school of the Municipality of Fortaleza. The research participants are 35 students regularly enrolled in that series. The instrument used in the research was the field diary filled out for each Physical Education class in an intervention period of 6 classes. The dialogue based on the experience report made it possible to reflect our teaching action and the participation of students in a pedagogical proposal aimed at education as a right, capable of leading students to cooperation, inclusion and fraternity, even in the face of all the complexity of educational issues present in our school routine. The survey was registered on Plataforma Brasil with CAAE N ° 21333519.0.0000.5537, whose approval opinion is N ° 3,726,930 dated 11/26/2019.

In this study we bring from the memory, in the perspective of the autobiographical method, the revisiting of our experiences lived in capoeira, recorded in the formation narrative of this capoeirista teacher. And when associated to the new knowledge built in Academy, it bases the pedagogical practice in the teaching of capoeira with children, in the school Physical Education. As a general objective, we have defined to reveal through the thematic life history of a capoeirista teacher, from his training and teaching practice, pedagogical elements for a proposal of inclusion of this content of school Physical Education, in the initial years of elementary school. Thus, by socializing our study of capoeira, we are contributing to the training of teachers in the area, presenting a systematized knowledge that can contribute with a content of popular culture that is not always part of academic and school curricula. With this title, "Revisiting my entry into the roda: experiences and confluences of knowledge of practice with academic knowledge" we exposed the data collected from the researched capoeirista professor, in a synthesis between the experiences lived in capoeira and the search for new academic knowledge. These enabled a new look at the teaching of this beautiful but complex art, which needs pedagogical elements both simplified and suitable to the profile of children at school. Therefore, we present a methodological possibility to work with capoeira in school Physical Education classes, specifically in the early years of elementary school, the result of our experiences within the universe of capoeira and the Academy. Finally, we understand that we were able to reveal which pedagogical, empirical and academic elements were part of the formation of the researched teacher, contributing to the development of a methodological possibility, easy to apply, to work with capoeira as a content of school Physical Education, which is characterized by the use of games and jokes contextualized with their historical aspects. Finally, from the concept of "round the world" in capoeiragem, we are able to bring a content of popular culture and national heritage to the school ground, rescuing the history of the black slave in the construction of one of its manifestations: capoeira.

The Physical Education, as a curricular component, suffers from numerous problems at school, especially in high school. We believe that innovative pedagogical practice is one of the possibilities that can contribute to the legitimacy of the discipline, to the detriment of a view of lower status in relation to others that ends up configuring rash speeches and attitudes. The general objective of the study is to report the experience of a pedagogical practice of Physical Education in High School with the content of Fight Games, seeking a dialogue with the students and finding out what this playful experience contributes to valuing the curricular component at school as a guiding question of work. The research carried out in a high school on the outskirts of Fortaleza involved the participation of 40 students who underwent a pedagogical intervention, and also with the help of two questionnaires and records from a field diary.The qualitative research methodology was chosen because it provides the opportunity to investigate the practice itself, encouraging the researcher's pedagogical autonomy, in addition to being a challenge on the school floor. In addition, the experience report provided an opportunity to collect the students' opinions in a categorized way, covering objective and subjective aspects. We analyzed that 45% of the students reported reaching high school without ever having access to the content Fight, which contradicts this corporal practice as an inheritance of the culture of movement and the legal documents that provide for it in the formal curriculum. Furthermore, they reported that the discipline and its contents were of very little importance in relation to the others, serving only as a moment of distraction for the high school student. After the interventions we noticed a change in the perception of the discipline through the Fight Games, as they saw that the culture of movement through an innovative pedagogical practice can provide a reading of the world, as well as the other curricular components, because more than 90% of them assimilated the content satisfactorily according to the methodological proposal adopted. We concluded then that the pedagogical practice is a fundamental tool to value Physical Education as a curricular component, because through playfulness and creativity, we had a very strong adherence to classes, and that the aspect of practice by practice was overcome when students were able to make a critical reading of the didactic transposition of the content, leading us to also verify that the supposed suppression of the discipline in the curriculum marked by the new legal order of High School is not justified if it is well planned and aligned with the political-pedagogical plan of the school, providing the student of this stage a more effective participation in classes, through debates and other diversified pedagogical resources, contradicting the history of selectivity and uncriticality of his traditional practice.

Being motivated to deal with gender issues in sports practice and debate about topics that, for a long time, have been one of the problems of Physical Education at School, we focus our study to these aspects that permeate our teaching practice. For the general objective, we focus on revealing and discussing aspects of gender and prejudice suffered by girls who play football in a sports project of a public school in the city of Fortaleza / Ceará, aiming to present educational characteristics and coping strategies that contributed to characterize a democratic and inclusive sport for those girls. Our methodology included the combination of two types of research: the participant one, involving the 8 (eight) students selected for the present study, and the teaching narrative one, considering the formative trajectory of the teacher-researcher. As a data collection instrument, we used the thematic interview applied to girls, participant observation and the teaching narrative. We conducted the analysis of the corpus, consisting of thematic interviews, based on content analysis, in which we intertwined the students' narratives with the inferences, which started from our premises, and the interpretation, supported by the theoretical framework. Researches involving prejudice against women in sport, more precisely at school, may contribute both to promoting a critical body awareness of the students about the woman's historical-cultural condition and to subsidizing a pedagogical practice related to gender issues by Physical Education teachers. As a synthesis of the results, we found: (i) the initiation of girls in football happens frequently and with the support of boys, in matches and ball games in the street; (ii) the influences of family members are often preponderant for their permanence or abandonment in football; (iii) the level of technical skill in football is still a determining factor for the inclusion or exclusion of girls during Physical Education classes; (iv) feeling a part of the world of football awakens in the girls both feelings of pleasant as well as pain, related to the symbolic aggressions of prejudice; (v) the advancement in the social configuration of sport, based on attitudes of resistance and empowerment, through the practice of sport by the students. We conclude, therefore, that it is increasingly urgent to take a look at the culture of football, which is hegemonically masculine, in order to reconstruct it, which is more democratic and less exclusive.