Experiências formativas interdisciplinares com a Educação Física nos anos iniciais do ensino fundamental: propostas para romper a fragmentação do conhecimento

Abstract

This research has as its theme interdisciplinary training experiences with Physical Education in the early years of Elementary School: proposals to break the fragmentation of knowledge. Its main focus is to understand how a reflective process can motivate teachers to think about possibilities for interdisciplinary teaching at school involving Physical Education. In particular, the objective was to map interdisciplinary actions and intentions at school that may involve Physical Education; reflect on the (non) presence of interdisciplinarity in the act of teaching/learning and build a pedagogical notebook that enables a reflective process on the process of interdisciplinary teaching involving Physical Education. We opted for a qualitative investigation based on a reflective approach, supported by a focus group with Physical Education teachers and four other teachers from other curricular components participating in interdisciplinary actions at the school where the research was carried out: a state school located in the District Education Coordination 4, of the Amazonas state education network. The theoretical discussion problematized the way in which teaching was constituted disciplinary and fragmented, as well as the search for overcoming issues related to the context of Physical Education in a playful, sociocultural and interdisciplinary perspective. The theorists who support our arguments are authors whose works deal with issues related to education, interdisciplinarity, interdisciplinary pedagogy and Physical Education, among which we highlight the studies of: Castellani Filho (2007); Darido and Neira (2005; 2012), Fazenda (2011, 2013; 2014), Freire (1987; 2017), Girardelli Junior (2021), Japiassú (1972; 1976), Libâneo (1994), Lück (2018), Saviani ( 2018, 2020; 2021), Morin (2005; 2007; 2020). The results show that the interdisciplinary perspective has limitations for its development in the school environment, however, it can happen through educational actions and projects, when the organizational and curricular conditions allow the meeting and integration of teachers. Therefore, curricular planning for Physical Education in the initial years of Elementary School is necessary, as it favors the development of bodily practices related to the body culture of movement in an interdisciplinary perspective, relevant to the teaching context and the daily lives of students. This allows us to highlight the importance of interdisciplinarity, the limitations in the acts of teaching and learning and the role of the Physical Education teacher. It also provokes reflections on school, Physical Education and the formation of human beings in society. The educational product associated with the dissertation consists of a pedagogical notebook, whose purpose is to motivate Physical Education teachers to reflect on the teaching and learning process from an interdisciplinary perspective, considering issues that involve proposals to break with the fragmentation of knowledge. We conclude that we still seem to be far from achieving interdisciplinary processes at school, but it is the search process that allows us to glimpse the emerging paradigm of the complexity of life, which encourages us to move forward.