Implicações do tempo reduzido para as aulas de educação física: um relato de experiência a partir do estágio supervisionado

Abstract

This study aimed to report how the time allocated to Physical Education classes in grades 1 through 3 of Elementary School is influenced by sociocultural, organizational, and structural factors, based on experiences lived during Supervised Internship I of the Physical Education Degree Course at the State University of Amazonas (UEA). Regarding its type, this research is characterized as an experience report with a qualitative and descriptive approach, supported by reflective observations and teaching actions throughout Supervised Internship I, which was carried out between March 10 and June 4, 2025, in a public school in the city of Manaus-AM. The analyses and reflections revealed: the devaluation of the subject and its professionals (sociocultural factor); the disorganization of school schedules, evidenced by the overlapping of schedules between classes and lack of planning by the school management (organizational factor); The limited availability of adequate spaces for practice (a structural factor) not only compromises teaching time but also the teaching-learning process of students. Through the analysis of sociocultural factors, it was verified that perceptions of Physical Education within the social and institutional environment are deepening, often being perceived as a secondary curricular component with little formative importance for students. However, it was observed that flexible, collaborative, and creative teaching practices can enhance the way class time is effectively managed, revealing the transformative potential of the school physical education teacher. It is concluded that a better understanding of the sociocultural, organizational, and structural factors that affect teaching time is extremely important for addressing the current problems in public schools and thus strengthening the role of Physical Education in the students' formative process.