Tendência temporal de oferta e participação nas aulas de educação física no ensino médio: uma análise dos dados da PeNSE (2015-2019)

Abstract

Although Physical Education (PE) is a mandatory component of the Brazilian school curriculum, evidence on its effective implementation in schools over time remains limited. This lack of monitoring hinders the assessment of compliance with national guidelines and the identification of structural inequalities across regions and school types. This study aimed to describe the temporal trend in the offer and participation in PE classes among high school students in Brazil and to analyze differences according to sociodemographic and school characteristics. Data were drawn from two editions of the Brazilian National School Health Survey (PeNSE), conducted in 2015 (n = 16,556) and 2019 (n = 70,755). Weighted proportions and prevalence ratios (PR) were analyzed for the absence of PE classes and non-participation in practical PE sessions during the seven days preceding the survey. Between 2015 and 2019, the national prevalence of students reporting no PE classes decreased by 4.8 percentage points (33.0%; 95%CI: 27.2–38.9 vs. 28.2%; 95%CI: 25.6–30.8). In contrast, the proportion of adolescents who did not participate in practical PE classes (0 minutes) remained high and increased by 3.0 percentage points (49.3%; 95%CI: 43.9–54.8 vs. 52.3%; 95%CI: 49.8–54.9). In both survey years, non-participation was more frequent among third-year students (2015 = 57.0%; 2019 = 57.5%) and girls (2015 = 53.7%; 2019 = 60.7%). In 2019, the prevalence of non-participation was higher in public schools (55.3%) compared to private schools (45.1%). Regional analyses indicated widening disparities in 2019, with students from the North and

Northeast regions showing higher prevalence of both absence of PE classes and non- participation in practical sessions. In conclusion, despite a reported increase in the offer of PE

classes between 2015 and 2019, actual participation remains limited, particularly among girls and students in the final years of high school. The findings highlight structural inequalities in PE provision and underscore the need for further studies to better understand barriers to participation and low adherence to school-based Physical Education.