Os conteúdos escolares das disciplinas de história e ciências e suas relações com a organização curricular da Educação Física na escola
The purpose of this study was to investigate the relations between the contents of History and Science and Physical Education (PE) at school. Therefore, an effort was made to set principles to establish the sequence of contents for the 6t h to 9t h grades, and at the same time assuring the integration of PE to the school's political pedagogical proposal. The results demonstrate that those documents present a set of knowledge that offers possibilities to systematize the PE contents at school and show that the participation of PE teachers and their knowledge about books adopted is essential to build the political pedagogical proposal. Moreover, teachers from other disciplines should be aware of Physical Education specific knowledge and its value to school projects. This approach could lead to reflections on how to organize the contents while taking advantage of this work.
Educação para a saúde mediante programas de Educação Física Escolar.
A Educacao Fisica continua sendo disciplina do componente curricular no sistema educacional brasileiro. Historicamente, sua permanencia no curriculo escolar tem sido justificada com base na abrangencia e pseudo efetividade da pratica esportiva no desenvolvimento biopsicossocial e cultural do jovem. Com esta justificativa, nao restam duvidas que a maior enfase nas aulas de educacao fisica venha a ser os esportes competitivos, iniciando logo na 5a. serie, senao mais precocemente, e permanecendo durante todo o periodo de escolarizacao. Contudo, ao buscar informacoes produzidas na literatura (Corbin, Fox & Whitehead, 1987; Sallis & McKenzie, 1991; Sparkes, 1987), verifica-se que este enfoque esportivo oferecido aos programas de educacao fisica escolar nao consegue atender, em toda sua plenitude, as expectativas dos programas de ensino voltados a uma formacao educacional mais efetiva de nossos jovens.
Promoting physical activity and a healthful diet among children: results of a school-based intervention study.
BACKGROUND
National health objectives call for improved diet and more regular physical activity among children. We tested the effects of a school-based program to improve students' diet and physical activity behavior at school.


METHODS
Two of the four elementary schools in one Texas school district were assigned to intervention and two to control conditions. The three intervention components were classroom health education, vigorous physical education, and lower fat, lower sodium school lunches. Nutrients from school lunches and the total day and the amount of physical activity students obtained during physical education were assessed as outcome.


RESULTS
Analysis of school lunches showed declines from base line to posttest in the two intervention schools of 15.5% and 10.4% for total fat, 31.7% and 18.8% for saturated fat, and 40.2% and 53.6% for sodium; posttest values were lower in the intervention schools. Observation of physical activity during physical education classes indicated an increase in the intervention schools from baseline to posttest in the percent of time children engaged in moderate-to-vigorous physical activity from less than 10% of class time at baseline to about 40% of class time at posttest; posttest values were higher in the intervention schools than in the control schools.


CONCLUSIONS
This efficacy study demonstrates the feasibility of substantially modifying school lunches and school physical education to improve children's diet and physical activity behavior at school.