FOUNDATIONS FOR A SEMIOTIC-PRAGMATICIST PROPOSITION BASED ON UPPER SECONDARY SCHOOL PUPILS’ RELATIONS TO PHYSICAL EDUCATION CLASSES

Abstract

This study relates Peircean semiotics to the didactic-pedagogical strategies of a teacher-researcher in federal high school and their effects from the pupils' perspective, establishing the foundations for a semiotic-pragmaticist proposition. Qualitative methodology used focus groups with 46 pupils (aged 17 to 19) to investigate their relationship with school Physical Education. Results indicate that, to promote inclusion and semiosis, it is imperative to overcome the traditional sport-centered approach, which privileges few pupils and reinforces discrimination. Learning and pupil mobilization are fostered by the diversification, alternation, and novelty of "Movement Situations". Furthermore, the importance of an "admirably beautiful" subject is highlighted, organically integrating movement with bodily discourses through language hybridization. It is concluded that pupils' demands for more organized and aesthetic pedagogical practices implicitly reflect desires for engagement, belonging, inclusion, and the expansion of signification processes (semiosis).