O ensino das ginásticas em uma escola da rede municipal de Araguaína-TO

Abstract

This dissertation aims to develop a pedagogical booklet for teaching gymnastics in school Physical Education, based on the implementation of lesson plans with elementary school students from the municipal education network of Araguaína, Tocantins, Brazil. Gymnastics is understood as a component of body culture of movement, with the potential to contribute to students’ physical, social, and cultural development. However, its presence in the school curriculum remains limited, often replaced by hegemonic sports practices. The study seeks to identify factors influencing this scenario, considering aspects related to teachers’ initial and continuing education, school infrastructure, and the perceptions of teachers and students regarding this content. Methodologically, this is a qualitative study guided by a participatory research approach, conducted in a public school with 4th-grade elementary students. Data were produced through participant observation, field notes, and analysis of experiences during the implementation of a gymnastics didactic sequence. Data analysis followed Bardin’s content analysis technique. As an educational product, a didactic sequence was developed and applied, including different manifestations of gymnastics. Results indicate that, despite challenges related to infrastructure and teacher education, gymnastics can be effectively taught through contextualized and adapted pedagogical practices. It is concluded that the qualified inclusion of gymnastics contributes to expanding students’ motor and cultural repertoire, supporting their integral development.