Tematização da saúde nas aulas de Educação Física com um enfoque salutogênico: uma experiência em Fonte Boa/Am

Abstract

The main focus of this study is to address the implementation of a salutogenic approach in Physical Education classes in high school, aiming to promote a broader and more positive understanding of health among students. The delimited theme focuses on the thematization of health in Physical Education classes, highlighting the importance of pedagogical approaches that integrate the concept of health in a meaningful and contextualized way to the students' reality. The general objective is to investigate the experiences arising from the thematization of health in Physical Education classes with a salutogenic focus, aiming to contribute to the development of more integrated and meaningful pedagogical practices. To this end, the following specific objectives were defined: identify, describe, analyze and develop pedagogical proposals that promote a broad vision of health. The approach to this theme highlights the relevance of pedagogical practices that consider the sociocultural context of students, promoting a vision of health that goes beyond the mere causal relationship between exercise and well-being, encompassing a more integral perspective that considers the various factors that influence the health. The methodology adopted is qualitative, focusing on the planning and development of Physical Education classes, using techniques such as reflective research, participant observation and field diary to produce and analyze data. This method aims to understand pedagogical practices and their influence on teaching health topics, seeking to improve teaching and learning strategies. The main results highlight the possibility of using the salutogenic approach, showing that the implementation of pedagogical practices based on comprehensibility, manageability and significance contributes to a broader and more positive view of health on the part of students. Furthermore, the research highlighted that pedagogical planning guided by these pillars promotes a learning environment that values general well-being, encouraging students' active engagement in activities and in the construction of knowledge about health in a critical and reflective way. The production of a pedagogical notebook stood out as a strong point, providing a legacy for the thematization of health in Physical Education. By collecting information throughout the research and analyzing it, it was possible to conclude that the salutogenic approach is beneficial for Physical Education, highlighting its potential to promote a broader and more positive understanding of health. The implementation of this perspective, through innovative pedagogical practices, achieved the proposed objectives and contributed significantly to student engagement in classes. The importance of future research and pedagogical practices that prioritize health based on this approach is highlighted, aiming to promote student health.