Gestão da educação física em uma escola estadual de Minas Gerais

Abstract

The management of the Physical Education discipline is essential to ensure the quality of teaching and promote the integral development of students, becoming a relevant aspect for the success of school practices and the implementation of effective educational policies. In view of this, the general objective of this dissertation was to understand and analyze the strategies and impacts of the pedagogical management actions promoted by the school administration in relation to the Physical Education discipline at the Francisco Bernardino State School, in Minas Gerais. The research also aimed to propose strategies that support the directions of the practices focused on Physical Education in the institution. To achieve these objectives, the methodology used included documentary research, literature review and field research. The documentary research allowed the analysis of institutional and regulatory documents that guide school practices, such as the PoliticalPedagogical Project (PPP) and the School Regulations of the institution. The literature review contributed to theoretically supporting the discussion on the management of Physical Education, considering state and national curricular guidelines. The field research involved semi-structured interviews conducted with three supervisors and three Physical Education teachers of the school. The main results of the research indicated that the management of Physical Education in schools faces challenges related to the lack of specific guidelines in the PPP and in the School Bylaws. It was also identified that Physical Education teachers have little participation in collective pedagogical meetings. In view of these issues, an Educational Action Plan (PAE) was drawn up with intervention proposals to optimize the management of the subject. The main suggested actions include reviewing the PPP to include clear guidelines on Physical Education, implementing a rotation system for the use of courts and playgrounds, and increasing the participation of Physical Education teachers in collective pedagogical meetings. These measures aim to strengthen Physical Education as a component of the curriculum and ensure more cohesive and articulated planning between management and teaching.