The National Curricular Parameters (NCP) presented by the Law of Directives and Bases of Education (1996), proposed the inclusion of some Transversal Themes in every educational area, having as
conduction the Ethics. Even twenty years after been decreed, we can notice a big difficulty to approach such theme, or even, a complete lack of knowledge by some teachers regarding the proposals
presented by the law ruling the Brazilian Educational System.
As to the possibility of fomenting moral development through sport, Bento (1998, p. 61) refers to sport as “a place where it is possible to reflect about moral practice in sportive acts”. Bento (1998)
ratifies the need of Physical Education practice is not limited to the improvement of motor capacities, but become an instrument for improving student’s needful capacities to social, emotional and
This research has as objective to present a proposal for the practice of the Transversal Theme of Ethics at School Physical Educational classes. We are presenting an Axiological Understanding of the
moral development of a child aged from 7 to 10, a Phenomenological Comprehension of Physical Educational Classes as a practical means of research and a Phenomenological Comprehension of the Ethics
The methodology adopted had as typology an argumentative dissertation, what means, a philosophical and bibliographic study. As methodologic strategy for operationalization, we employed Husserl’s
phenomenological method (1990), preserving the description and eidetic steps, and replacing phenomenological reflection by ontognoseologic reflection of axiological reflection, proposed by Reale
The main considerations raised were: (1) the inherent competition of sport foments the understanding of the concept of justice, based on equity; (2) the stimulus by docents for the whole participation
of pupils in folkloric activities, as capoeira and several other styles of dance, promotes the respect for identity and cultural differences, respect necessary for democratic and pluralist
acquaintanceship; (3) an integration among students of different personalities in gymkhanas and cooperative activities promote valorisation of dialogue as way of clarifying conflicts and making
collective decisions, necessary assumption to move to the Kohlberguian stage 6 of moral autonomy, and (4) the incentive by the teachers towards their students helping them to surpass their own limits
operates the fifth objective proposed by the NCPs of “building a positive image of themselves, the self-respect translated into the trust in their capacity to choose and accomplish their project of
life” (PCNS, 1997, p.97).
The hypothesis serving as base to the research was proven. An Axiological Understanding of the moral development of a child, a Phenomenological Comprehension of Physical Educational Classes as a
practical means of research, and a Phenomenological Comprehension of the Ethic Transversal Theme has became sufficient for a possible proposal for the practice of the Transversal Theme of Ethics
defended by NCP’s in physical education classes.