ANALYSIS OF THE EFFECTS OF SOLIDARY LEARNING IN PHYSICAL EDUCATION CLASSES

Abstract

This article analyzes the effects of Solidary Learning on learning and interpersonal relationships in Physical Education classes, highlighting its importance in the integral formation of students. The active methodology promotes a collaborative environment, allowing students to become protagonists of their learning and develop social and emotional skills. The research was carried out at the Professor Gabriel Almeida Café State High School, in Macapá, Amapá, Brazil, and involved 31 students from the New High School. A qualitative approach was used, with data collection techniques such as participant observation, interviews and analysis of lesson plans. The results showed that the interaction between students strengthened their interpersonal relationships and promoted the exchange of knowledge, in addition to encouraging autonomy and social responsibility. The creation of the Leisure Room served as a practical example of how the methodology can positively impact the school community. The students' testimonies revealed greater empathy and engagement in the activities, contributing to meaningful learning. The study concludes that active methodologies, such as Solidarity Learning, are essential to prepare students for the challenges of the 21st century, forming more critical and aware citizens. Continuity of research in this field is recommended to improve educational practices in different contexts.