Análise bioecológica do desenvolvimento humano no contexto escolar ribeirinho

Abstract

This research addressed the human development of students from the Osvaldina Ferreira da Silva State School, located in the district of Ilha de Santana / AP. In light of the bioecological theory of human development (BRONFENBRENNER, 2011) it sought to understand the relationship of interdependence factors of human development bioecology for personal attributes in the context of Physical Education classes. To this end, the listing of the opportunities provided by local environmental determinants for the motor development of children and adolescents was aimed, as well as the documentation of the motivational factors that fueled or inhibited the willingness of students to practice certain activities in Physical Education classes. The locus of research is Ilha de Santana, located on the banks of the Amazon River, in the contexts that characterize the person and that influence the proximal processes of student's behavior in Physical Education classes. The subjects of the research were the students and teacher of Physical Education. This qualitative study was based on the bioecological paradigm of the person-process-context-time methodological design model (PPCT). It was also anchored in the exploratory-descriptive research GIL, (2008). Therefore, non-participant observation was made of Physical Education classes and documentary analysis of the Political-Pedagogical Project (PPP). The results reveal that (1) the local environmental determinants - mesosystem and macrosystem (Santana municipal government) - are inappropriate, offering little motivational stimulus, which accentuates the exposure to vulnerability and social inequality (2) the precariousness of teaching work is accentuated due to lack of structural conditions, i.e. there is neglect of the macrosystem (Government via State Department of Education) (3) The observational results of Physical Education classes correlated to the PPP analysis present contradiction, which enables gaps in pedagogical practice and, thus, enables the lack of parameters that evaluate the students' profitable development regarding the potentiality of their biopsychosocial development, thus denoting little positive influence on the students' proximal processes. However, when seeking to promote a school Physical Education concerned with one's integral development, understanding them inserted in the complex interaction that he or she makes with various contexts / environments makes it possible to understand more broadly the environment in which they are interacting