The main objective of this study is to propose a socio-pedagogical intervention for Physical Education in schools, relating Afro-Brazilian Civilizational Values (ACV), Adinkra symbols, and Education for Ethnic-Racial Relations. This is a descriptive study with a qualitative approach, in the form of action research. The participants were sixth-grade students from a public school located in the municipality of Paraíba do Sul, in the Vale do Café region of Rio de Janeiro. Two questionnaires were used, one sociodemographic and the other with questions related to the proposed intervention, in addition to a field diary, used to record each moment from the perspective of the teacher-researcher. The qualitative data analysis was carried out using Bardin's (2011) content analysis method, organized into three stages: pre-analysis; exploration of the material; and treatment, inference, and interpretation. Thirty-five students aged 11 to 14 years were analyzed, the majority (82.9%) self-identifying as Black (Black and mixed-race). Through the report of the teacher-researcher in the field diary, along with the answers to Questionnaire 2, it was possible to perceive that the socio-pedagogical intervention enabled the development of a sense of Identity and Belonging in the students by associating Adinkra Symbols and Afro-Brazilian Civilizational Values in Body Practices. The data analysis shows us that Memory, Corporeality, and Axé - Vital Energy were the most prominent VCABs, as well as the Adinkra SANKOFA. When asked about the Body Practices with which they most identified, the students answered Capoeira, the construction of the Abayomi Doll, and the construction of the Baobab Tree. It was also possible to verify, through the responses, a paradigm shift on the part of the students, who reported deconstructing preconceptions related to the experiences in which they participated. We believe that the proposed socio-pedagogical intervention constituted a possibility for teaching Ethnic-Racial Relations in Physical Education at school, leading students to understand their social role, based on Adinkra symbols and relating them to Afro-Brazilian Civilizational Values along with Body Practices.

This dissertation investigated the didactic planning of pedagogical encounters between Physical Education and Early Childhood Education, focusing on children's participation in this process. Grounded in the Sociology of Childhood, the study recognized children as active subjects, proposing a pedagogical practice built in co-authorship. The research aimed to develop a proposal for planning Physical Education encounters that contemplated listening to and involving children. This is a qualitative research study, developed from the perspective of an existential action research approach, conducted with a Pre-II class in a municipal school in Rio de Janeiro. Data analysis followed a descriptive-interpretative approach, articulating the Sociology of Childhood, the Pedagogy of Childhood, and the Indiciary Paradigm with the records of children's narratives. The results showed that the children actively participated in the planning process, reconfiguring the pedagogical proposals, expanding the meanings attributed to bodily practices, and challenging the adult-centric logic present in the organization of the encounters. It was concluded that planning developed with the children proved to be a possible and powerful process when aligned with perspectives that value the child. As an educational resource, a Pedagogical Itinerary was created based on the children's contributions during the experiences.

Physical Education is a mandatory curricular component at all levels
of Basic Education, with specific content that encompasses physical practices. In the
school environment, these practices must be contextualized, problematized, and
systematized so that students can grasp this knowledge
produced by humanity and become protagonists in their future practices,
moving away from being mere spectators. However, what has been observed, already in the
final years of Elementary School II, is the low participation of some students in
Physical Education activities, while others begin to engage in other activities during
these classes. The question to be investigated through this research is: How can
the implementation of the Sports Education Model encourage the active participation of
final-year Elementary School II students in Physical Education classes? The
research aims to implement the Sports Education Model in a
teaching unit and analyze the results of this implementation, focusing on student participation
in Physical Education classes in the final years of Elementary School II. The research will be qualitative in nature and will be conducted through participant observation, using observation instruments, photographic records, and the teacher's field diary.

Traditionally, Physical Education focuses on teaching sports, gymnastics, dance, games, and other bodily practices. However, it is fundamental that students understand the reason behind each movement performed. The research was conducted at the Military College of Rio de Janeiro, where, predominantly, Physical Education classes emphasize procedural aspects. Thus, we recognize the need to develop knowledge about the teaching of concepts, considering the connection between content according to (Zabala, 1998, p. 62), cognitive (such as knowledge and beliefs), affective (feelings and preferences) and behavioral (actions and intentions). The investigation of the pedagogical intervention type and with a qualitative approach used the Theory of Meaningful Learning as a theoretical framework. The research focused on the teaching of dance to students aged 13 to 15, the "Alpha Generation", marked by the influence of new technologies and social media. The main objective was to evaluate the impact of applying the Flipped Classroom methodology, mediated by dance and Digital Information and Communication Technologies (DICT) in Physical Education classes, experiencing a valuable pedagogical resource for the Brazilian Military School System and other elementary schools.

Student indiscipline has been a source of concern for teachers in schools, being a detrimental factor to the teaching-learning process. In Physical Education classes, indiscipline is also present, compromising the progress of lessons and causing a considerable amount of time to be wasted trying to organize students and resolve conflicts. The objective of this study is to investigate whether there will be an improvement in student discipline in Physical Education classes after a pedagogical intervention using Callejera Methodology as a teaching method. The research is qualitative, descriptive, and action-research in nature. It took place in a municipal school in the city of Rio de Janeiro, RJ. The research subjects were 20 students from a 5th-grade class in elementary school, aged between 10 and 12 years old. The instrument used for behavioral observation was the System for Observing Indiscipline Behaviors (SOCI). Initially, student behavior was observed over two days of classes. Two class periods were held each day. Following this observation, a 4-day intervention using the Callejera Methodology was conducted, and then the students' behavior was observed again for two days. The game was the theme used in the classes during the observations and interventions. Data analysis will be performed by verifying whether acts of indiscipline decreased, through analysis of the observation sheets using SOCI. It is expected that, after analyzing the observation sheets, the students will have exhibited fewer acts of indiscipline at the end of the investigation compared to the beginning.

The inclusion of people with disabilities (PWD) in the regular education
network is yet another challenge to be faced by Physical Education
professionals in schools. Historically, in Special Education and Physical
Education, people with disabilities have suffered from segregation and
classification as fit and unfit. For many years, these students were
marginalized. However, with advances in social policies structured by
laws, conferences and studies on the educational process of people with
disabilities, this public has gained access to education networks, so more
and more schools are receiving students with these characteristics,
particularly those with Autism Spectrum Disorder. This research aims to
investigate the inclusion of students with ASD in Physical Education
classes from a didactic sequence based on Universal Design for learning
and its principles, using the thematic unit Gymnastics with a 5th grade
class of elementary school in a public school in the municipality of Rio
de Janeiro based on the experiences carried out during the didactic
sequence, after the application of the teaching unit that will have 8
classes, the participants will be interviewed in this way we will analyze
from the students' perspective the limits and possibilities of the DUA on
the inclusion of students with ASD in Physical Education classes
through the Gymnastics content. The methodology adopted is qualitative
in nature, with a focus on action research. Data collection will be guided
by field diary, interview and as well as by observations of student
interactions and engagement in the proposed activities and data analysis
will be done based on the productions present in the literature. It is
expected that the results will contribute to broadening the debate on
school inclusion in the field of Physical Education, providing theoretical
and methodological subsidies for more accessible and equitable
practices.

Introduction: The inclusion of students with autism spectrum disorder (ASD) in the school context has solidified as one of the main challenges of contemporary education, especially regarding pedagogical practice in Physical Education classes. The increasing presence of these students, largely due to improvements and accuracy in diagnoses, along with the difficulties reported by teachers resulting from the lack of initial and ongoing training that contributes to a more inclusive approach, emerge as potentially challenging aspects. In this sense, the importance of promoting studies and research that deepen the understanding of the theme stands out. Objective: To investigate the contributions of the school mediator to the inclusion of students with autism spectrum disorder in physical education classes, understanding how their presence can contribute to the participation of these students, as well as analyzing their strategies and perceptions regarding the challenges faced in physical education classes in an inclusive context. Methodology: This is qualitative social research, whereby the data collection instrument to be used will be the focus group in order to support the educational resource in the form of continuous training for mediators inspired by the principles of participatory research. Expected Results: It is anticipated that the results of this research will significantly contribute to the understanding of the role of the school mediator in promoting the inclusion of students with autism spectrum disorder (ASD) in Physical Education classes. By analyzing the perceptions of the involved professionals and the strategies employed, the investigation may highlight pathways that favor the active participation of autistic students in this context. Additionally, the collected data may support the ongoing training of other mediators in the perspective of physical education and inclusion.

School Physical Education currently faces a series of challenges, such as the lack of legitimacy in the school environment, inadequate infrastructure and materials, insufficient teacher training, problems related to the curriculum and public educational policies. All of these factors affect pedagogical practices in physical education. In addition to these, school violence, despite not always being highlighted in academic debates, is an issue that needs attention. The increase in school violence, which is multifactorial, directly affects pedagogical practices in Physical Education. Given the negative impacts that violence brings to school Physical Education, and considering the proposal of the Teaching Personal and Social Responsibility (TPSR), which aims to collaborate in preventing school violence through physical practices, it is relevant to explore the application of this model in elementary school physical education classes in Rio de Janeiro. The topic provides an opportunity to think the teaching of physical education in an adverse context, contributing to the mitigation of violent behaviors in the school environment. One way to support this contribution is through the creation of a guide that describes the application of the TPSR, serving as inspiration for other educational contexts. Academically, this topic’s approach can broaden investigations into innovative pedagogical proposals in physical education focused on preventing school violence. The implementation of the TPSR can mitigate violent behaviors, such as physical aggression and verbal violence. The objective of this study is to analyze the impacts of implementing the TPSR in physical education classes in a public school located in a peripheral neighborhood of Rio de Janeiro, characterized by high levels of urban violence. The action research, using a qualitative approach was conducted in a municipal school in the Praça Seca neighborhood, with a 5th-grade elementary class. TPSR pedagogical practices were applied to assess its contribution to reducing school violence and developing a pedagogical guide to share the results and inspire other teachers. The participants were 24 students, aged between 10 and 12 years. The results of the self-assessments indicated that 75% of participants reached the level of self-respect and respect for their peers; 66.7% actively participated in the activities; 45.8% demonstrated self-management skills; and 65% contributed to or helped a peer during the proposed activities.

Introduction: When observing the current educational scenario, we recognize that ensuring teaching through effective methodologies from an inclusive perspective is a challenge for all school subjects, including Physical Education. Analyzing the history of school Physical Education, we can notice several problems surrounding its pedagogical process, such as the adoption of traditional methodological practices, sports as the dominant content, pedagogical underinvestment, gender-segregated practices, and the exclusion of certain individuals from the context of physical activities. Considering the need for Physical Education to be based on proposals with characteristics opposed to traditional methodology, active teaching methodologies emerge. These methodologies aim to innovate the pedagogical practice through teaching strategies centered on the effective participation of students in the learning process. Thus, facing the issue of excluding students with disabilities in Physical Education classes, even in the early years of elementary school, and the need to guarantee the right to an inclusive, meaningful, and quality education for all, we arrive at the following research question: Can active methodologies promote the inclusion of students with disabilities in Physical Education classes in the early years of elementary school? Can this teaching strategy encourage inclusive attitudes, such as active participation and peer interaction? Therefore, the objective of this study is to investigate whether classes based on active methodologies contribute to promote the inclusion of students with disabilities in school Physical Education in the early years of elementary school. Method: The research approach was qualitative, using action research. The research was conducted at a school within the Municipal Education of Rio de Janeiro city. The subjects of the research were students from a fifth-grade class in elementary school in 2024, with 18 students agreeing to participate in the study, one of whom was a special education student diagnosed with Autism Spectrum Disorder (ASD). The students' ages ranged from 10 to 12 years. The instruments used for data collection during the pedagogical interventions were a field diary, the completion of a social behavior matrix proposed by Zuchetto (2007), and video and photo recording via cell phone. During the pedagogical interventions, the following active methodologies were used: Flipped Classroom, Teaching Games for Understanding (TGfU), and Project-Based Learning. The thematic unit worked on in the classes was sports, with invasion sports as the object of knowledge. The data collected through the field diary will be transcribed and later analyzed using the content analysis technique advocated by Bardin (2004). Data related to the social behavior matrix proposed by Zuchetto (2007) will be stored and analyzed descriptively, presented as a qualitative ordinal frequency table. Upon completing this study, the aim is to highlight the importance of active teaching methodologies as an effective tool in promoting the inclusion of students with disabilities in Physical Education classes.

Gymnastics is of great importance as a gateway to Physical Education in Brazilian schools.

 In the specific case of Physical Conditioning Gymnastics and Body Awareness Gymnastics, their contents permeate the cognitive, motor, affective and social spheres, bringing countless benefits to students.

 Physical Conditioning and Body Awareness Gymnastics are present in the new National Common Curricular Base (BNCC) as an Object of Knowledge of the Gymnastics Thematic Unit. 

Therefore, Physical Conditioning Gymnastics and Body Awareness Gymnastics are present as mandatory minimum content in 7 of the 9 years that make up the students' educational path throughout Elementary School. 

However, traditional sportsmanship is still very present in the educational reality and other practices such as Gymnastics are neglected even though they have great historical and educational relevance. 

The general objective was to discuss Gymnastics from a sociocultural, motor and affective perspective in School Physical Education with Elementary School Physical Education teachers who work in the municipal public network of Saquarema city hall. 

The research is classified as qualitative in nature, characterized as action research and was carried out during training for Physical Education teachers, from the city of Saquarema, in the format of a workshop.

 The instruments used for data collection were: a prior survey with teachers on the topic and the application of a questionnaire with eleven objective questions at the end of the workshop.

 It is expected that the results of this research will contribute to improving the teaching of gymnastics in school physical education, offering theoretical and practical support for teachers.

 Furthermore, we intend to provide recommendations for the initial and continuing training of professionals in the field, aiming to improve their pedagogical skills in teaching gymnastics.

The content of combat sports in school Physical Education is recognized as a relevant component; however, many teachers still do not incorporate it, numbering several obstacles, such as the comparison of combat sports with violence, gaps in training, the lack of adequate spaces and/or materials, among others. Since the development of the National Curriculum Parameters, combat sports have been included as one of the manifestations of body culture that should be addressed in school Physical Education to diversify the pedagogical practice in the field. Years later, the National Common Curricular Base emerged as a normative document aimed at defining the essential, progressive set of learning that all students must develop throughout the stages and modalities of Basic Education. It includes combat sports as a mandatory component of Physical Education. Gaining a deeper understanding of how to incorporate such practices in schools can be essential for Physical Education to succeed as a compulsory curricular component in the school curriculum. This study aims to investigate the teaching of combat sports content in school Physical Education within the municipal school system of Seropédica. It seeks to identify whether teachers use this content in their classes, if they feel comfortable teaching it, and describe the strategies they use. In the end, it proposes to produce a pedagogical support guide for teaching combat sports in school Physical Education. This study is relevant because its results can conceptually, procedurally, and attitudinally contribute to both students and teachers in teaching combat sports content. It can also provide data for the Seropédica educational system to foster formative change and encourage the continuing education of professionals in the network. The research is characterized as descriptive, with a qualitative approach, and applied in nature. As for the type of procedure, it is characterized as a field study, typically focused on a community: Physical Education teachers in the municipal school system of Seropédica. The data will be collected through a Google Forms questionnaire with 20 questions: 07 participant identification questions, 02 about the content the teacher develops in their classes, and 11 more specifically about combat sports content. The responses will be categorized and analyzed according to Bardin's Content Analysis method.

This research addresses the uses and appropriations of Educational Resources (ERs) produced within the scope of the Professional Master's Program in Physical Education in the National Network (ProEF), seeking to understand their potential for strengthening pedagogical practices in school Physical Education. The problem that guided the study was: how can ProEF ERs inspire pedagogical practices and reinvent themselves in other school contexts? Its objectives were: to map the ERs produced in ProEF; to analyze the uses and appropriations of two ERs aimed at Early Childhood Education and the Initial Years of Elementary School in another school context; and to develop an application that gathers and socializes these productions. The research adopted a qualitative approach, of the Multiple Case Study type, based on participant observation, field diary entries, and children's productions (drawings and narratives), involving 35 children from a public school in the municipality of Niterói (RJ). The data analysis was conducted in light of Everyday Life Studies (ELS) and the contributions of Michel de Certeau, especially the concepts of uses and appropriations, productive consumption, and strategies and tactics. The results showed that the REs, when appropriated sensitively and creatively, become living devices, capable of inspiring new practices and strengthening children's protagonism in pedagogical mediations. The children showed themselves to be authors of the experiences, recreating proposals and re-signifying spaces and gestures, while the teacher-researcher also (re)made himself in the mediation process. It is concluded that the ProEF REs gain full meaning when critically appropriated, constituting themselves as tools for continuing education and shared creation in the school day. As a follow-up, the "Chão da Quadra ProEF" application was developed, with the purpose of expanding access and circulation of these pedagogical experiences.

Gymnastics holds great importance as a precursor to Physical Education in Brazilian schools. In the specific case of General Gymnastics or Gymnastics for All (GG/GPT), its benefits permeate the cognitive, motor, affective, and social spheres, bringing countless benefits to its practitioners. General Gymnastics is present in the new National Common Curricular Base (BNCC) as an Object of Knowledge of the Thematic Unit Gymnastics and in the category Technical-Combinatorial Sports, which are Objects of Knowledge of the Thematic Unit Sports. Therefore, General Gymnastics is present as a mandatory minimum content in 7 of the 9 years that make up the educational path of students throughout Elementary School. However, traditional sportsmanship is still very present in the educational reality, and other practices such as Gymnastics are neglected even though they have great historical and educational relevance. The general objective will be to thematize GG/GPT from a sociocultural perspective in Physical Education at School with students in the Final Years of Elementary School. The research is classified as qualitative in nature, characterized as action research and was carried out during Physical Education classes with a 6th grade class. The instruments used for data collection were the application of two questionnaires, descriptive participant observation, images, and field diaries. The intervention promoted benefits for the students and improved their perception of the modalities related to General Gymnastics or Gymnastics for All. It was evidenced by the analysis of the instruments used that there were positive relationships between the practice of Gymnastics and individual and collective socio-affective issues.

The main objective of this work is to build, in the form of didactic material, a proposal
for systematizing the evaluation of/for learning that helps Physical Education teachers
in the elaboration of evaluation strategies during the teaching-learning process in the
early years of Elementary School. The theoretical framework to be used will seek
contributions from scholars in the field of Education such as Luckesi and Hoffman and
in the field of School Physical Education such as Santos, Lano and Vieira. The work
of a qualitative nature reconciles a qualitative nature, reconciles bibliographical
research, where an analysis of publications in three scientific communication vehicles
will be carried out: Unesp Repository, Conbrace Anais and Google Scholar virtual
search engine on the debate in the field of evaluation and the existential action
research, where an intervention will be carried out in a public school in Piraí with a fifth
grade elementary school class for the systematization of the thematic unit Dances,
aiming to investigate the evaluative processes that will be used. The method used for
data collection will occur through the field diary, design, visual records, and oral
records.

Youth and Adult Education is a modality of basic education that aims to guarantee the right to education for subjects who did not have access to formal school education at an appropriate age. These subjects have specific characteristics that must be considered in the education process. It is considered that there are specificities in the modality, as EJA students are different from those who study in regular education. Thus, EJA teaching professionals need to respect the characteristics of the students with whom they will work. For this, it is understood that continuing education becomes essential for acting on the school floor. In this context, this research proposes to investigate the continuing education of Physical Education teachers at EJA. For this, a qualitative research will be carried out, through an exploratory field study, of a descriptive nature. Teachers will have a voice by participating in semi-structured interviews and their statements will be the database for the preparation of an e-book, an educational product that aims to contribute to the process of continuing education of physical education teachers at school

The literature points out that the lack of diversification and repetition of Physical Education contents throughout basic education has generated situations of exclusion. 

With regard to exclusion from classes, this, in turn, is due to aspects related to motor skills, issues involving diversity of gender, race and social class. 

Although it is a curricular  content provided in Physical Education classes, dance has been neglected in the school space. In this context, this work proposes to investigate the participation of students in Physical Education classes, including dance content as a didactic unit, and to identify whether these interventions can contribute to dialogues and reflections in favor of the involvement of students beyond gender issues. 

The social relevance of this research is due to the possibility of building inclusive pedagogical practices. 

For this purpose, an exploratory field study will be carried out, of a descriptive, with a qualitative approach, with approximately 60 students from two classes of the 7th year of Elementary School. 

Students will participate in eight meetings with content related to dance at school, for two months. 

 After that moment, they will respond to a semi-structured questionnaire with questions related to social, cultural, life history, dance experiences and that dialogue with the objectives previously established in this project. 

It is hoped that this work will insert dance content into Physical Education classes in a playful and natural way, formalizing and/or systematizing movements and gestures in a progressive way, respecting individual limits and enhancing the community, as well as the involvement of all to beyond the limiting issues of gender.

It’s the responsibility of each educator to socialize the historically produced knowledge. But this socialization does not happen neutrally or without intentionality. Based on pedagogical intentionality, teaching is instituted and influenced by the model of society that each educator understands as ideal. Living in a society of colonial and slave origin, black people are oppressed to this day while white people have privileges that guarantee them the access to rights that should belong to everyone. The school for a long time socialized Eurocentric knowledge to the detriment of others, contributing to the erasure of African and Afro-Brazilian history. In view of this, affirmative action policies became necessary and one of them was Law 10,639/03. However, even after twenty years, the appreciation of African and Afro-Brazilian Culture remains a distant reality in many schools. The objectives of this research were to understand the social representations of high school students about being black and black culture, as well as to identifying pedagogical possibilities that value black culture, contributing to anti-racist values in the context of high school Physical Education classes. This research is characterized as qualiquantitative, descriptive in nature and was carried out in two stages. Data from the first stage were collected through questionnair with the inducing terms “being black” and “black culture” using the technique of free words. The evoked words received a descriptive mathematical treatment with the support of the Iramuteq software. In the same questionnaire, students hierarchized the words in order of importance and justified thei choice of the most important word. Data analysis of the justifications was carried out. In the second stage, a pedagogical intervention was carried out in the second two months of 2024, with the theme “urban dances”. To validate the knowledge added by some from the didactic intervention, the focus group technique is used. The treatment of two collected data in the focus group was carried out through content analysis. The results of social representations about “being black” pointed out, that the possible central elements of these representations are “racism” and “prejudice”. The prototypical comparative analysis between the representations of black students and white students indicated that the most representative central elements are the same for both groups: “racism” and “prejudice”. As a result of social representations about “black culture”, the most representative elements are “dance”, “capoeira” and “braid”. In the comparative prototypical analysis resulting from the representations of two groups, it was observed that the most representative elements for both groups are “dança” and “capoeira”. As a result of the development of the Didactic Unit (UD), it was observed that the strategies, resources and procedures used were appropriate to the intended objectives. From the development of UD, it was observed that students understood that racism manifested itself in their social environments mainly through “jokes” in bad taste and inequalities of opportunities in the area of work. From the development of the Didactic Unit, the students demonstrated that they expanded their understanding of racism, presented new anti-racist perspectives and expanded their knowledge about black contributions to culture and society in general.

Many questions that previously troubled me and permeated my imagination as a teacher became even more pressing, such as why we have Physical Education in schools. What guarantees the provision of this subject? How important is Physical Education in schools for the school community and for society? What is expected of this subject in schools today? These questions led me to reflect on the meaning of Physical Education in schools and, to this end, I decided, in this master's dissertation, to understand what legitimizes Physical Education in schools and what guarantees that the subject will be present in the school of the future. The objective was to identify the conceptions of the pedagogical coordinators of schools in a Regional Education Coordination Office in the city of Rio de Janeiro, regarding Physical Education in schools. The research is justified by proposing to investigate the legitimacy of physical education from the perspectives of pedagogical coordinators and to enable a contribution to the academic panorama. The relevance of this research lies primarily in documenting the perceptions of coordinators about physical education. In this sense, the research can contribute to the discussion that underpins the formulation of educational policies. The results of this research have direct implications for the professional field of physical education. By identifying the perceptions of coordinators, the research offers a critical view of the legitimacy of the discipline, highlighting areas that require attention and improvement.