Physical Education classes in Brazil and technology: A way to a better and healthier life

Many students dislike Physical Education classes in Brazil because of content repetition, unsatisfactory curricular organization, among other factors. The purpose of this study is to assess the efficiency of a proposal for Physical Education classes, which includes contents of physical activities and the use of comic books application. This is a qualitative study, which comprises both bibliographic and field researches. Twelve classes were held to a group of eight graders from a public school in the city of Piracicaba/SP/Brazil. Questionnaires were used to evaluate the proposal for Physical Education classes. We found out that the use of comic books application is an effective teaching resource, as it reveals the students’ experiences, what they felt, and the mediation between their “rational” and “sensitive” knowledge about physical activities. There is evidence that our experience has provided participating students with: 1Leisure education and health education, 2Awakening to knowledge of the body culture of movement, 3Access to some leisure contents, mainly those related to physical, sports and artistic ones, 4The creation of comics by App Flaras.

Due to the non-performance and nonknowledge of physical activities, the biological consequences are heart problems, obesity, hypertension, etc. There is also a loss, not always taken into consideration, which is the lack of knowledge about the body and the elements of the body culture of movement, which can cause the individuals not to understand themselves, their sensitivity and emotions, which are felt and manifested through their body.
Studies, such as those from Beasley & Garn (2013) and, more recently, Lima et al. (2018), found out that previous experiences with physical activities/body practices can generate positive imagination in the students, but also unwillingness and prejudice regarding these practices in the future, depending on the way they are offered. So, Physical Education in school plays a major role in properly boosting active and healthy life styles lifelong. Expanding the range of activities for promoting this practice, reducing inactivity and increasing preventive and healthy habits, becomes a challenge for the area that is searching for successful strategies.
One of the resources suggested as part of the practice list in the Physical Education classes refers to adventure. For its potential in fulfilling the youths' expectations in the Junior High School, we suggest an incisive glance in the adventure activities in nature as a proposal for this level in order to minimize above mentioned problems. Although several studies have already indicated how these practices can benefit Physical Education in the school context (Figueiredo et al., 2018;Newman et al., 2018), they are still timidly considered, which requires to understand this universe to stimulate such activity as part of an active and healthy life style.
For this reason, this study seeks to demonstrate, based on the specific literature, the characteristics of such activities, as well as to analyze how they can be taken as a content in the Physical Education classes from an Education for Leisure point of view.
The adventure activities in nature include elements that can be favorable to the students' Lopes da Silva, C.,   In this regard, from a perspective that understands the PE as a subject responsible for the concept Se-movimentar 2 , Selfmove, in English, for an "Education for Leisure" 3 , taking also into consideration the potentialities of applying authors, such as (Coletivo de autores, 1992;Betti, 1994, Daolio, 1995and others). The research participants are below in Table 1. Table 1 Participants of the research.

Analysis
The analysis includes an interpretation based on Minayo (1994)
About Figure 1 The young boy RCLI declared that the intention of the team that created this comic strip was to illustrate the activities they performed, such as an  (Faeti & Calsa, 2015 p.15).
About Figure 2 Regarding the art, Gombrich (1995, p. 15) says that observing a picture brings us to uncountable memories which can be pleasant and/or unpleasant.
In this picture, the ballet dancer suggests that only a person with major skills is able to such high performance but, even those who cannot perform in this same level, can watch a gym presentation with pleasure; for example, as a leisure activity, simply watching. So, the students expressed their appreciation for both the gym/dance and the movement itself. According to Schwartz (1999, p. 50), "Both the art and the game also have a symbolic (romantic) and absolute regardless of any usefulness it may have for their products." In face of those emotions, the students seemed to value, through the ballet dancer image, the physical exercises and her movements.
About Figure 3 The research participants MSTO, JCHA, DFIL, and VCSI learned how to deal with the App Flaras and how to use the techniques from the guides, mainly in that for preparing and organizing comic books.
The boys were very cooperative. Although it was hard for them to express their ideas as a team, they asked for help individually from teachers and researchers involved in this investigation. The student MSTO was the great highlight due to his active participation in the suggested activities, with a good sense of humor and highly cooperative, and frequently expressing the team's idea to the researchers. The team production called "Against Sedentarism", according to MSTO, is related to the feelings a practitioner has from the physical exercises.
In the picture, the elderly couple is in the

About Graphic 1
By reading the answers for question #1, 50% from the students indicate that using a computer to prepare the comic strips was the most attractive point. The student AAMA confirms that using Flaras in the PC was possible because they were guided by the teachers during the investigation. Students from this generation are, according to Nadal et al. (2016), identified as "Digital natives". As time and school Lopes da Silva, C., . Physical Education classes in Brazil and technology: A way to a better and healthier life. Revista Ciencias de la Actividad Física UCM, 23(1), enero-junio, 1-12. https://doi.org/10.29035/rcaf.23.1.8 CAF 23(1) | 9 cycles go by, they become able to move in the cyberspace and learn that it is part of their interest.
In terms of the pedagogical proposal, the adventure activities associated with comic creation were described in a positive way by VARI and RCLI as they felt attracted by the activities carried out in the multi-sport court. Those activities were carried out in a mixed environment -classroom, PC and multisport court, considered essential to stimulate learning and performing physical activities with pleasure, although the close association of school environment to obligation. This percentage can be considered expressive and positive as some students were not proficient in using a PC but could participate in the class and create the comic strips with App Flaras.
As you can see answers were diverse, but focused on learning App Flaras, the comic books and the body practices. These three points are related to knowing the body culture of movement (Daolio, 2004)

CONCLUSIONS
The proposal developed as an elective (extra) subject was greatly favorable to the field research, which was carried out from pedagogical experience and its results, as well as allowed to the school a different and attractive theme for the students.
Using comic books as a strategy for the pedagogical work in the classroom was an effective experience for the students who took part of the investigation. The use of the ludic element and leisure studies based on the App Flaras allowed the students to create comic strips that, when analyzed globally, reveal the progress in the youths becoming independent, critical and observant in the space they live and occupy in the society.
The method focusing the elements from the body culture of movement and leisure has based its content on the conventional classes, which made it attractive for all the students who felt pleasant in participating in the practical activities and creating comic books using a PC.
There is evidence that our experience has provided participating students with: 1. Leisure education and health education; 2. Awakening to knowledge of the body culture of movement; 3.
Access to some leisure content, mainly physical, sports and artistic; 4. The construction of comics by Application Flaras.
Thank you FAPESP Brazilian research agency for the funding.

Conflicts of interest:
The authors don't have conflicts of interest.