Analyze teaching mediation, in Physical Education classes, for elementary school students, based on Historical-Critical Pedagogy, to create learning experiences that influence social representations of gender and sport. Analyze the key aspects of the process of elaboration and execution of a Pedagogical Intervention Unit (PIU) based on the principles of Historical-Critical Pedagogy (HCP). Apply and analyze the results of a free association questionnaire, which allows identifying the central core of social representations of gender and sport of students in the 6th and 7th years of Elementary School, as part of the characterization of social practice initial and evaluation of the final social practice, after carrying out the PIU.

The object of the present research is the teaching of soccer in school Physical Education based on a critical-superior pedagogy. Soccer, as a classic of body culture, should be taught from a perspective that goes beyond the reproduction of knowledge and overcomes the traditional approach to teaching. Thus, the present study aimed to experiment with a pedagogical proposal, for the final years of elementary school, approaching the soccer content according to a critical-superior pedagogy, and to identify the educational processes generated from the application of the proposal. The methodology was divided into three stages, all of them with 9th grade students and the Physical Education teacher as participants. In the first stage, we observed the Physical Education classes and recorded it in a field diary; in the second stage, we intervened with the regular teacher in order to improve the observed practices and to elaborate a proposal of soccer classes according to the critical-superior pedagogy; in the third stage, with research-action outlines, we applied the constructed proposal and reflected with the students about what was experienced, in order to understand the students' apprehension and the generated educational processes. The results showed that the proposal brought knowledge to all involved and generated new knowledge in the students. The work made the students not only able to reflect on the content presented, soccer, but also to think beyond it, making relationships with different themes present in reality. We can infer that pedagogical practices with intentionality and educational commitment generate motivation in the students for the teaching-learning process. Moreover, the pedagogical proposal based on the critical-superior pedagogy provides spaces of greater participation and protagonism for the students, encouraging them to reflect on the content and extrapolate the understanding beyond it. Promoting a school Physical Education with more equity, less individualization of the subjects, change of an uncritical teaching process, with free manifestation of thoughts, which contemplates the existing diversity, is not an easy process to promote in practice. The reinvention in the way body culture contents is approached at school is an emergency. And, even though it is a slow process, it is necessary to do it, after all, what is at stake is the students' learning, who, at the end of basic education, will have a more critical understanding of all the information that surrounds them and will make better decisions, which affect their individuality and also the collective, having repercussions on the directions of society. We concluded, therefore, that the experience allowed them to experience the activities and become participants in the process, debating about what had been learned and discussed in the meetings. We noticed student involvement, knowledge exchange, co-participation, learning, and inclusion.

The present study is part of the Professional Master's Program in Physical Education in National Network (ProEF). The general objective was to analyze the content of games and games in the document Curriculum in Movement - CMDF (SEDF, 2018), to develop and analyze a pedagogical and interdisciplinary proposal, based on the Education with Movement Program - PECM (SEDF, 2018) and in the light of pedagogy critical-overcoming, for children in the early years of elementary school in a public school in the Federal District. The PECM is an initiative, in the context of public education in the Federal District, which aims to include Physical Education teachers in Early Childhood Education and the Early Years of Elementary School. Qualitative field research was carried out with the participation of 16 (sixteen) children from the 2nd year of Elementary School in the Early Years in partnership with the pedagogue teacher responsible for the class. We used the following instruments: participant observation recorded in a field diary; conversation wheel; design; analysis of documents and iconographic records. A pedagogical proposal was elaborated and developed, consisting of ten classes on games and games, according to the contents and learning objectives foreseen in the CMDF, valuing multiple languages (corporal, oral, written and audiovisual), seeking to contribute to the appropriation of knowledge, with the construction of critical thinking and the integral development of children. As a result of the investigation, we analyzed that the Curriculum in Movement document presents contradictions between its theoretical assumptions and a certain eclecticism in the exposition of the learning objectives and contents foreseen for Physical Education in the Early Years, especially in games and games, since they are structured with expressive emphasis on motor development and with little mention of cultural and historical aspects. We also conclude, based on the research intertwined with the pedagogical proposal around games and games, in the light of the Critical-Supercoming Pedagogy, that the (theoretical-practical) experiences lived by the children were significant for the expansion and deepening of the repertoire of games and games, in their gestural, historical and cultural elements, and for the development of critical thinking.

Physical Education has been approaching the use of educational technologies. First, as a form of entertainment and, second, as a pedagogical tool, given that some people spend time connected to social media without any efforts for a healthy and balanced experience with the real world. Since this behavior has increased in face of the current scenario of political, economic, and post-pandemic instability, it urges a movement of reinvention and confrontation to not diminish the learning that makes one great and adds knowledge to one’s life. Under these circumstances, this project intends to investigate the pedagogical use of WhatsApp specifically in Physical Education classes. A society that has become more and more connected is installed to learn about the educational use of Technologies, be them Information and Communication Technologies (ICT), Information and Communication Digital Technologies (ICDT) and Information, Communication and Expression Digital Technologies (ICEDT) and others that may arise during such process. Based on this panorama, the use of mobile technologies with easy access in the palm of the hand stands out in this study, especially this popular messaging application that has become a way to enable teaching and learning. Therefore, the following research problem has been developed: What are the challenges in the using of WhatsApp as a possible pedagogical resource in Physical Education classes? Faced with this initial question, it has been performed the revision of articles, books, dissertations, and literary theses found by digital means. The methodological course of a qualitative approach is of the “case study” type, through instruments made available before, during and after Physical Education classes via WhatsApp. This investigation of possible mediations that motivate and multiply the conceptions of the educational use of WhatsApp in Physical Education classes allows us to stablish a critical and reflective position on the reality of such context. It is believed that this study will enable the comprehension of the School Physical Education contents, the possibilities of the pedagogical use of WhatsApp potentialize teaching and learning in an interactive and collaborative environment, providing the participants with opportunities for reflection, inclusion, interaction, affection, autonomy and protagonism, contributing for the “integral being”.

This research, “Don't worry, today's class will be different: students' digital skills in Physical Education classes”, was built on the question of how to improve students' digital skills in Physical Education classes according to the BNCC, so that they can use and create digital information and communication technologies in a critical, meaningful, reflective and ethical way in various social practices. Therefore, this research aimed to investigate the digital skills of high school students in physical education classes. The specific objectives were: to identify the difficulties of physical education students regarding digital skills; provide students with an understanding of the technological, cognitive and ethical dimensions of digital skills in physical education according to Calvani, Cartelli, Fini and Ranieri (2009); create an e-book to expand the possibilities of applying digital information and communication technologies (DIT) in physical education classes. The methodological path is based on a qualitative approach of the participant type, based on intervention, using the instruments lesson plan, observation script, questionnaire and digital artifact. Data analysis was carried out based on the list of student responses in the questionnaires and observation of the class, with no pre-categorization for the responses, however, these were divided into categories according to what emerged in the process. The research took place at Escola Estadual Professora Benigna Souza, in the city of Macapá-Amapá, with 67 students in the second year of Regular High School. It was possible to verify possibilities of working on students' digital skills using Physical Education content, allowing the development of their global learning.