Evasão de alunas na educação física no ensino médio: problemática que envolve presença e não participação nas práticas corporais

Abstract

Currently, Physical Education is a mandatory curricular component of basic education, responsible for addressing the culture of body movement, including games and activities, dances, fighting, sports, gymnastics and adventure body practices. However, it has been observed that some students have stopped participating in classes, specifically those that involve body practices. Thus, the present investigation has the general objective of analyzing the dropout rate of female students in high school Physical Education classes, in the city of Oeiras, Piauí, seeking a deeper understanding of this phenomenon based on the perceptions of students and teachers. This is a descriptive field research, with a qualitative and quantitative approach. For data collection, a closed questionnaire directed to the students and a questionnaire with open questions intended for the teachers were used. The results obtained indicate that several factors contribute to the dropout rate of female students in Physical Education classes. Among them, the following stand out: the methodologies used by the teachers; the repetitiveness of the content; the historical context of the curricular component that contributes to the lack of engagement, further reinforcing gender expectations; the lack of infrastructure and insufficient teaching materials for effective planning; and the lack of discussions and interventions by the school. It is concluded that Physical Education has always been marked by exclusions and inequalities, especially regarding female participation. Thus, the lack of an approach that considers these issues negatively impacts the comprehensive education of students. In view of this, this research seeks to deepen the debate on this issue and promote reflections that contribute to increasing female student participation. In addition, it highlights the need for further research on the topic, considering its complexity, multifaceted nature, and cultural roots in school institutions.