Abordagens metodológicas e práticas pedagógicas do tema saúde nas aulas de educação física com estudantes do ensino médio de tempo integral

Abstract

Physical Education, as a mandatory component of the basic education curriculum, contributes to the physical, cognitive, and social development of students. However, in the curriculum of Minas Gerais, particularly in high school, there has been a reduction in Physical Education classes, which may negatively impact the quality of student development and compromise the coverage of school Physical Education content. This study aimed to evaluate the effect of a pedagogical plan focused on health themes applied in Physical Education classes on the knowledge of full-time high school students at a school in Montes Claros, Minas Gerais. This quantitative, action-research study followed a longitudinal and analytical design. It was conducted with 2nd and 3rd year students from the Benjamin Versiani dos Anjos State School during the first and second semesters of 2024. The study was developed in three stages: initial questionnaire application, implementation of pedagogical interventions on health, and reassessment through a final questionnaire. Data were analyzed using the Statistical Package for the Social Sciences (SPSS®), version 22.0, employing descriptive and bivariate statistics through paired sample T-tests, with a significance level of p<0.05. Ethical approval was obtained from the Research Ethics Committee of the State University of Montes Claros (Opinion No. 6,783,932). The study included 30 students, with 63.3% male, 56.7% aged 16, and 43.3% between 17 and 18 years old. The results showed a significant improvement in students' knowledge about the importance of physical activity for physical and mental health, as well as increased motivation for practice, when comparing pre- and post-intervention data. There was also an increase from 76.7% to 93.4% in students' recognition of the relevance of Physical Education and from 43.3% to 72.4% in understanding the positive impact of these activities on academic performance. Thus, it is concluded that the pedagogical strategies adopted in this study were effective in expanding knowledge related to healthy habits and improving the quality of life of participating students, providing a basis for educational policies focused on health in full-time schools. Creating environments that encourage regular physical activity and an interdisciplinary approach can enhance students' physical and mental well-being, as well as positively impact academic performance. The continuity of these interventions and adaptation to student needs are essential for comprehensive education.