“Crossing” school walls for high school Physical Education classes in a coastal city of Pernambuco:

Pathways to transdisciplinarity

Abstract

The disciplinary organization of the school curriculum tends to fragment the production of knowledge into relatively watertight compartments, limiting the understanding of complex phenomena present in students' daily lives. In specific territorial contexts, such as coastal cities, this fragmentation becomes particularly evident when the school remains dissociated from the spaces that constitute the community's social and cultural life. In this context, the present study aims to map the extent to which the activation of the beach territory in school Physical Education classes highlights the limits of the disciplinary model and enables the emergence of transdisciplinary movements in high school. The research is characterized as qualitative with a cartographic orientation, inspired by the philosophical perspective of process tracking. The study was conducted in two public schools located in the coastal region of the state of Pernambuco, both situated just a few meters from the beach. Data production occurred through the observation of classes held in the spaces between the school and the beach, records in a cartographic diary, interviews with two Physical Education teachers, three teachers from other curricular components, and one school manager, in addition to the analysis of institutional documents. The analysis sought to identify tensions between territory, curriculum, and the disciplinary organization of knowledge. It is expected that the results will contribute to broadening the debate on the relationships between school Physical Education, territory, and transdisciplinarity in the context of high school education.