TEACHING FOR COMPREHENSION IN SCHOLAR PHYSICAL EDUCATION CLASSES AT SCHOOL

Abstract

A certain knowledge is considered comprehended by someone when it can be transformed and adapted in different situations. This premise is transmitted by the theory “Teaching for Understanding”, that has been being studied and applied in learning situations, which was created in 1988, through the “Zero Project”, in the post-graduation course in Education in Harvard. Although it can be considered a recent theory, it's already possible to find some institutions in Brazil that have been using it through the “L@titud” Project, which was developed in the same University but to the Latin America. Our search aims to point directrix to the development of Physical Education classes ruled in the “Teaching for Understanding”. From the idea that the knowledge to be transmitted in Physical Education classes should make students look for motor problems resolutions, this theory is a facilitator to the comprehension of the transmitted content, once it presents many benefits to the motor development of the students, specially in the different ways of looking them, understanding them as multiple being, knowing their capacities and potentialities to comprehend the most diverse concepts of Physical Education. The structural form of the theory enriches the possibilities of performance of the professional who adopts it, but it's possible to observe in the realized bibliographic survey, how much “Teaching for Understanding” is still absent in the proposals related to Physical Education in schools. To make it more present it is necessary that the teachers of our area take interest in the interpretation of all the knowledge to be transmitted to the students, trying to make them comprehend the contents of Physical Education, so that they can transform and adapt the acquired knowledge, using it in their real life situations.