Teaching and learning processes in Physical Education from a cultural historical perspective of human development

Abstract

The article discusses the process of organization of Physical Education teaching directed to the appropriation of theoretical knowledge of the activities of corporal culture. Methodologically, it is analysed a pedagogical proposition with the content collective game, carried out with children from the first year of Elementary School. Learning situations – understood as a synthesis between teaching goals and the conditions effectively proposed for students’ actions with such goals – were elaborated in order to highlight children some of the contents that need to be perceived and analysed in the game for voluntary creation of playful actions of attack and defence. As summary, three considerations are presented about teaching and learning processes in Physical Education from a cultural historical perspective of human formation: the organization of the direction of fun in the game; the transformation of teaching object into learning object; knowledge to be taught as instruments of thought.