I am pretty sure that the subject being worked on in this text is quite foreign to many people. That's because struggles are rarely worked on in the school context. Taking a closer look at common sense, fights are often synonymous with fights and bloodshed. The intention of this text is to demystify this idea and show how the fight is constituted as an interesting physical activity practice for the school.
It is important to say that the fights are an official content of the Physical Education discipline, presented by the National Curriculum Parameters. This document not only shows the struggles as a content to be worked on, but also points out some ways for the teacher to take this proposal to the student.
However, there are some arguments that prevent the teacher from inciting this practice. The first one is the lack of experience of most teachers with the fights, that is, there are few who have fought before; the second is the concern with the violence that struggles are thought to generate. One thing that students and teachers need to be aware of is that the teacher does not need to know how to know how to teach. There are ways that the teacher can work the struggles with the students without having practiced them before.
That's what we'll talk about now: first, it's interesting to mention some types of fights: judo, sumo, karate, Greco-Roman, jiu-jitsu and capoeira. Of course there are other fights that are not listed here, but I chose to narrow the list just for the sake of illustration. For a more layman's eye, as I said, they all look the same, but if we analyze each one of them, we will notice that they have different goals. While some intend to take down the opponent, others seek immobilization and some even move the opponent from a delimited area. In other words, you can see that none of them have violence as their end.
You can also think of violence as a consequence of working with fights, as the children would maintain intense body contact during the practice. is this really true? Some scholars in the area, such as Nascimento and Almeida in “The thematization of struggles in school Physical Education” state that violence yes it can present itself as a consequence of the fights, but it can also appear during the practice of football and basketball, for example. It all depends on how the teacher will conduct the class. Therefore, violence is not an excuse for the fights not to be worked on in your school.
There is still a question to be asked: how to work the different types of fights with students, if the teacher does not know the technique? Well, there are pedagogical resources that allow this to be done. Theoretical research on different types of fights can make students and teachers learn the techniques and objectives of fights; videos of the different fights can present and demonstrate the practice of the fight and, from it, the teacher can work games that resemble the practice made under official rules; finally, discussions about theory, practice and audiovisual materials are fundamental for the student's growth and for a return for the teacher.
Therefore, one must think that a Physical Education teacher does not know all the rules and not all the fundamental movements of all sports. This seems obvious, since there are many contents to work with students, but it is not: like most Education classes Physics is taught from practice, many interesting contents are not worked with the students, because the teacher does not know to do. Therefore, it does not require your teacher to know how to do everything: what he needs is to know how to teach!
By Paula Rondinelli
Brazil School Collaborator
Graduated in Physical Education from the São Paulo State University “Júlio de Mesquita Filho” – UNESP
Master in Motricity Sciences from the São Paulo State University “Júlio de Mesquita Filho” – UNESP
PhD student in Latin American Integration at the University of São Paulo - USP
Source: Brazil School - https://brasilescola.uol.com.br/educacao-fisica/luta-nao-violencia-importancia-das-lutas-nas-aulas-.htm