Práticas de leitura em aulas de educação física: construindo sujeitos a partir de visões sobre o corpo

Abstract

In this work, we highlight the importance of the insertion of reading as a teaching strategy in the theoretical classes of Physical Education (PE) and the condition of the teacher as a mediator of this practice, based on the principle that all teachers, including those of Physical Education, are responsible for advancing the development of students’ Reading comprehension. Faced with this observation, the fallowing problema arose: Is it possible to favor literacy practices and expand the reading of studants with texts that have as their central motivation physical appearance in Physical Education classes? The general objective of this research was to develop, in PE classes, estrategies for Reading written texts, which focus on body issues regarding their construction of meaning, based on the socio-cultural interpretations that are placed on it, so that the etudents could think about their body and that of the other crossed by culturally elaborated transiente representations and, in posssession of this knowledege , feel free to positively subjecfity themselves and others. The intervention was carried out with students from the 9th grade A, B, C and D of the State School of Basic Education of Application – EEEFA, in the city of Campina Grande, Paraíba, with dutation of 8 meetings of 60 minutes each, onde a week, in the remote mode, between the monsths of August and ctober 2020. 33 students parcipated in the research, uninterruptedly, out of a total of 122 enrolled. The Reading approach based on scaffolding was adopted (BORTONI-RICARDO; MACHADO; CASTANHEIRA, 2018) and “before, during and after Reading” strategies (SOLÉ,1998). In order to think about the insertion of Reading as a methodological resource in the theoretical classes of Phycal Education, we rely on authour such as Ferrarezi JR; Carvalho (2017); Silva (2011); Martins (2012) and Antunes (2009). The analysis of the data, obtained through the estudents ‘answers to the questionaire, demonstrated that the work with reading, in the Physical Education class, focusing on the body, satisfactorily responds to the objertives initially outlined, espanding the capacity of organizing the students’ ideas in the writing process, with improvement of the critical/dialogical reading, increased caracity for argumentation and positioning demarcation. With regard to the body, the study showed that students improved their knowledge about the existence of “beauty” and “good shape” standards, reflecting on how these models interfere in way that people mean others and yourself. Comparing the answers of the initial and final questionnaires, it was possible to perceive that most students argued that, even though they were aware of not fitting the standard of what a beautiful serial for society, they still accepted themselves as they were or, at least, were in the process of acceptance. To justify their points of view, the students starded to use, in their writing, terms and expressions from the readings and discussions, carried out during the intervention, which reveals that the texts/ new by mosto f the estudents, constributing to that they could renew their intelectual baggage.