BUILDING KNOWLEDGE FOR HUMAN UNDERSTANDING: THE LABORATORY CLASSES IN SCHOOL PHYSICAL EDUCATION

Abstract

This research is in solidarity theme that has been investigated in the context of physical education as an opportunity to advance in an education approach that considers the human being as a whole, in which the dimension of solidarity is prime component in their humanization. It has aimed to present as is revealed in the embodiment of the students on knowledge of human understanding, such as the seeing, waiting, talking, loving and embracing on the constructive perspective of solidarity in the school Physical Education, a study of issues of argument in UFRN, Educating for Solidarity: A Perspective For The Physical Education. As kind of research we chose the collaborative approach in education (DESGAGNÉ, 1998; MAGALHÃES, 2003), which comprises a double aspect: a process of questioning and theorizing practice, involving researchers and teachers. The collaborative group was composed with two teachers of Physical Education, in which we included, and two classes of third grade in a fundamental school in a Municipal School. Aiming to capture different angles and shapes of the studied object we appropriate of multiple mediating devices, seeking to language, image and writing as a strategy for knowledge of reality. We focus in this study lab-filmed classes on video tape and subsequently analyzed in the reflective session. Finally, images reveal in the embodiment of students simple actions to help a colleague get up, button up, teach the new skill set, help with stretching, give the material, apologize, listen to each other, caress, embrace, among other attitudes that, persist as the contents, are turned into habits that may give a more harmonious color to the human society by building knowledge for human understanding and, consequently, solidarity.