Infraestrutura escolar e ausência de materiais no ensino da educação física em Araguaína

Abstract

The precariousness of school infrastructure and the insufficiency of teaching materials significantly compromise the quality of Physical Education teaching in Brazilian public schools. These challenges affect not only the diversity and applicability of pedagogical practices, but also the safety, engagement, and integral development of students. In Araguaína-TO, the educational reality reflects this problem, with schools facing structural limitations and a lack of resources, which directly impacts the implementation of more dynamic and inclusive methodologies. Given this scenario, this study seeks to answer the following question: "What are the consequences of the lack of teaching materials and adequate infrastructure for teaching Physical Education in the municipal schools of Araguaína-TO?". This study aims to analyze how the absence of teaching materials and school infrastructure interferes with the teaching of Physical Education in the municipal schools of Araguaína-TO. To this end, the research adopts a qualitative approach, based on conducting individual semi-structured interviews with teachers from the municipal school system and forming a dialogue group, allowing for a dialogical and interpretative analysis of the challenges faced in the school context. It concludes that the lack of adequate teaching conditions cannot be understood as a one-off problem or the sole responsibility of teachers. It is a structural issue that requires institutional action, educational planning, and continuous investment from the public authorities. The guarantee of sufficient quantity and quality of teaching materials, as well as adequate infrastructure, is essential for Physical Education to fulfill its educational function and effectively contribute to the holistic development of students.