Possibilidades didáticas nas aulas de educação física: o conteúdo “exercício físico e saúde” no ensino médio

O estudo e resultado de uma experiencia de tematizacao do conteudo “exercicio fisico e saude”, desenvolvido por integrantes do PIBID em uma escola de educacao profissional de ensino medio, localizada no municipio do Crato (CE). O objetivo do estudo foi descrever e analisar uma unidade didatica de ensino e a relacao ensino-aprendizagem levada a efeito com o conteudo “exercicio fisico e saude”. O relato de experiencia, de natureza qualitativa e exploratoria, foi pautado a partir de uma acao colaborativa entre professor da disciplina de educacao fisica e academicos bolsistas do PIBID. Como resultados, pudemos observar que ha possibilidade de conjugar teoria e pratica e envolver o aluno de maneira ativa no processo de ensino-aprendizagem. A demonstracao das dificuldades dos alunos revelou a necessidade de adaptacoes relativas as exigencias motoras que lhes sao feitas, o que faz com que a intervencao pedagogica seja atrelada a leitura da realidade. Como conclusao, identificou-se que e possivel conduzir um processo de intervencao pedagogica em educacao fisica pautada na colaboracao, compartilhamento de experiencias, criticidade, indissociabilidade entre teoria e pratica e nocao de movimento humano para alem dos aspectos biomecânicos. ABSTRACT. Didactic possibilities in physical education classes: the topic of “physical exercise and health” in high school. The study results from an experience on thematizing the topic “physical exercise and health”, as developed by members of the PIBID in a school which offers professional education in high school in the city of Crato, in Ceara, Brazil. The purpose of the study was to describe and analyze a Didactic Unit used for teaching as well as the teaching-learning relationship which was taken to class under the topic of “Physical Exercise and Health”. This is a report from a qualitative, exploratory in nature, experience grounded on a collaborative-like action involving the physical education teacher and the trainees participating in the PIBID project. There are possibilities in combining theory and practice and involving the high school students in an active way in the teaching-learning process. The demonstration of the students’ difficulties revealed the necessity of making adaptations regarding the motor demands requested from them, which makes it necessary to read the reality and the pedagogical intervention as complementary. It was identified that it is possible to conduct a pedagogical intervention process in physical education which is grounded on collaborating, on sharing experiences, on being critical, and on associating theory and practice and the notion of human movement going further than the bio mechanical aspects.