Estratégias metodológicas nas aulas de educação física no ensino fundamental I: : um relato de experiência

Abstract

This report describes the intervention used during the Supervised Internship in Elementary School I, seeking to understand how the active methodology of the Constructivist Spiral can favor student participation and learning in Physical Education classes. The need for more dynamic and student-centered practices motivated the adoption of this approach, which values dialogue, problematization, and the collective construction of knowledge. Objective: To describe the methodological strategies used in the internship and to analyze the effects of the Constructivist Spiral on student engagement, autonomy, and development. Methodological procedures: This study is characterized as an experience report, developed between February and May 2025 in a state school in Manaus/AM, involving 3rd and 4th grade classes of Elementary School. The internship was divided into three stages: observation, co-teaching, and teaching, totaling 120 hours. During teaching, lesson plans were developed based on the Constructivist Spiral, structuring each meeting into moments of initial dialogue, elicitation of prior knowledge, practical experience, reflection, and synthesis. Classes were held twice a week, lasting one hour. The content covered included traditional games and activities for the 3rd grade and Mini Tennis for the 4th grade, always prioritizing collaborative participation and the construction of strategies by the students themselves. Experience report: Initial observations revealed low student participation and repetitive teaching practices, which reinforced the importance of implementing a methodology that stimulated student involvement. Throughout the activities, it was observed that dialogue and the valuing of personal experiences served as a starting point for deepening the proposed experiences. In the 3rd grade, chasing games allowed for discussion of rules, cooperation, and decision-making. In the 4th grade, Mini Tennis sparked curiosity and motivation, encouraging constant adjustments between pairs to achieve better performance. Guiding questions and group discussions significantly contributed to students reflecting on their actions and perceiving their progress. An evolution in student behavior was observed, especially among those who were initially shy or unmotivated, who began to express ideas and participate with more confidence. Spontaneous comments demonstrated greater interest in the subject, indicating that the approach used made the classes more meaningful. The continuous movement of experimenting, reflecting, and reorganizing practices made the presence of the Constructivist Spiral evident in the daily routine of the classes. Final considerations: The experience demonstrated that student-centered methodologies, such as the Constructivist Spiral, contribute to making Physical Education classes more dynamic, motivating, and reflective. The use of this approach increased student engagement, stimulated autonomy, and promoted contextualized learning. It is concluded that practices based on dialogue, investigation, and collaborative participation qualify the teaching and learning process, reinforcing the need to rethink traditional methods and adopt strategies that consider the real characteristics and needs of the classes. The internship experience highlighted the importance of intentional planning and active methodologies to strengthen the formative role of Physical Education in Elementary School.