PRIOR KNOWLEDGE IN SCHOOL PHYSICAL EDUCATION: A CONTRIBUTION TO MEANINGFUL LEARNING Leticia Santos Pereira, Renata Barrocas Barrocas

Abstract

This paper aims to present a discussion on the relevance of students' prior knowledge as a link to meaningful learning in Physical Education classes in the 2nd year of elementary school. For this learning to occur, it is necessary to recognize the importance of students' lived experiences and their existing cognitive structure as factors for assimilating new knowledge in a non-arbitrary way, thus leading to substantial and effective assimilation. All work was carried out in accordance with the BNCC, expanding the student's cultural movement heritage within a popular game called "elastic", where the student's bodily experience resulted in the contextualization of effective meaningful learning with the expansion of the body culture of movement.