The insertion of Afro-Brazilian content in Physical Education classes: a look at pedagogical practice

Abstract

The article has as its general objective: to analyze the pedagogical practice of Physical Education teachers of the state schools of the State of Pernambuco from the insertion of Afro-Brazilian con­tents in the light of Law no. 10,639 / 2003 (Brazil, 2003). We take the methodological assumptions of the Humanities through a qualitative approach research. From the operational point of view, the research was developed in 3 stages: bibliographic research, where the objective was to situate the theoretical perspective from which this research starts, characterizing the central concepts throu­ghout Brazilian history and seeking to recognize how a legislation that intends to be constituted, addressing Afro-Brazilian issues in national education and school Physical Education, as well as entering the production of knowledge about Afro-Brazilian content in the area of Physical Education, seeking from the journals to understand how School Physical Education has been debating the relationships ethnic-racial; documentary research, where we focus on the analysis of national and state legislation and curricular guidelines that guide the pedagogical practice, taking the particularity of Physical Education and; field research, where we conducted an initial questionnaire and, later, interviews and observations of classes, with teachers from the state school of Pernambuco. We subjected the data to categorical content analysis by theme (Bardin, 2011), seeking to elucidate their meaning cores. We conclude that dealing with this theme can enable a critical perception of both our cultural roots and the confrontation of racial prejudice in Brazilian society.