Interações sociais em aulas de educação física

Abstract

The participant research presented in this paper is based on Vigotski's (1993;1999; historic-cultural theory and also on the open classes theory supported by Hildebrnadt (1994) and Hildebrandt and Laging (1986). The research analyzes the social interactions observed while children play games. These observations were recorded while the researcher administered physical education classes to children as young as nine and as old as eleven. The social interactions cataloged in this research were observed while the children agreed on the rules and played a number of games that were previously known to them. The idea of proposing changes to the rules of the games was introduced to increase the chances of social interaction amongst the students. The teaching methodology proposed in this research paper was based on the open classes theory because it is believed that conflict incites the critic and self-critic, which are both stimulated by co-decision and co-responibility. This conception of teaching intends to provide to the students an environment where they can discourse experiencing in a mutual respect and cooperation atmosphere. The lessons were recorded with the parents and students authorizations. The tapes registered students' speeches and movements that could be later analyzed by the researcher. The social interactions founded on the tapes were grouped together in social interactions categories, according to the similarity between students' action and intention. The study raised 21 categories in social interaction which were reorganized in three different situational spheres: Participation, Activity and Relationship.