LEISURE AND FULL (TIME) SCHOOL

DIALOGUES WITH PHYSICAL EDUCATION

Abstract

This study is characterized as a systematic literature review and aimed to survey the state of the art correlating the theme of leisure in full-time schools with physical education classes, through the analysis of publications within the time frame between the years 2015 and 2019. The data obtained were qualitatively stratified through content analysis. The process of collecting the referential frame was done in three stages: pre-analysis, exploration and treatment, and these were sectioned according to their level of evidence, qualis in education and physical education. Initially, 32 articles were collected from the publication areas of education, physical education and health sciences. Afterwards, 11 publications were selected whose descriptors dialogued with those of the present study. Following this, the articles received a qualitative treatment with interpretation and inference of the information exposed in the results and conclusions of the publications. It was concluded that the dialogues between leisure time in full-time schools during physical education classes have limitations caused by the superficial understanding about leisure as a right and as an educational component in certain regions, as well as issues related to the structuring of the curriculum of physical education undergraduate courses. These facts dialogue with the classification of the qualis and the level of evidence exposed in the research, since the information that provides the basis for the research used is extracted from this scenario. As contributions in the educational field, it is understood that the informations serve as reflective triggers about the different possibilities in which leisure can substantially dialogue with the spaces of full-time schools and with the issues related to the academic formation of future physical education teachers on the subject in question.