Motricity at school: Reflections and actions in an experience situated in elementary school

Abstract

This study is the result of an intervention in the field of Physical Education and is guided by some re-known theorists of the Human Motricity and Dialogic Education fields. Thus, understanding the educational experience as a complex and situated phenomenon, we developed an intervention project in Physical Education classes in an elementary school which consisted of a set of learning situations accompanied by a Physical Education teacher. We believe that the experience challenged both students and educators to provide answers to the questions that emerged from the situations, allowing an exercise of autonomy, coexistence and construction of knowledge as fundamental to understand and seek the transformation of the practices that reproduced as usual become alienated and empty of meaning.