Vídeos de futebol nas aulas de educação física escolar: uma proposta de intervenção
Data
2016-05-02
Autores
Vassoler, Mariana Zanetoni [UNESP]
Título da Revista
ISSN da Revista
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A Educação Física escolar ao longo da história passou por diversas mudanças que influenciaram seus objetivos na escola. A partir da concepção da cultura corporal, a Educação Física na escola resgata, transmite e transforma os conteúdos produzidos historicamente em termos de movimento. No Brasil, o Futebol ganhou espaço em todas as camadas da sociedade, e tornou-se um elemento cultural que extrapola os “campos”. Na escola não foi diferente, garantiu seu espaço enquanto elemento da cultural corporal, mesmo que muitas vezes, seus conteúdos fossem apenas desfrutados por meio dos procedimentos, abandonando uma perspectiva crítica e tão importante de ser introduzida por meio dos conceitos e das atitudes, que deveriam ser igualmente contemplados. Atualmente a sociedade passa por uma série de transformações de caráter tecnológico, pessoas de diversas faixas etárias têm contato com as tecnologias, sendo o vídeo uma ferramenta de grande acesso nos diferentes meios tecnológicos. Mas, seria possível utilizar o vídeo como um instrumento pedagógico (ensino e aprendizagem) durante as aulas de Educação Física na escola? O objetivo dessa pesquisa foi elaborar e implementar uma unidade didática sobre o conteúdo Futebol para o 9º ano do Ensino Fundamental, a partir do currículo do Estado de São Paulo, utilizando o vídeo como recurso pedagógico, além disso, avaliar as impressões dos alunos sobre as aulas. Nesse sentido optou-se por um método de natureza qualitativa, compostos das seguintes etapas: 1) Elaboração dos planos de aulas a partir do Currículo do Estado de São Paulo; 2) Implementação das aulas e registro dos dados num diário de campo; 3) Grupo focal com os alunos, após a implementação das aulas para avalia-las. Os resultados foram agrupados em três categorias principais: Mídias e Futebol, Gênero e Futebol e Vídeo e Futebol. Em relação à categoria Mídias e Futebol, verificou-se que os alunos, que não conheciam ou tinham poucas informações sobre o conceito, chegaram à sua compreensão. Por meio das aulas, eles tiveram oportunidades de discutir e refletir sobre informações por meio do vídeo, que associado às vivencias, auxiliaram na compreensão dos alunos sobre tema. A categoria Gênero e Futebol apareceu nos resultados por conta das questões que surgiram durante a implementação das aulas e no grupo focal. Observouse que essa era uma questão presente nas aulas de Educação Física daquele contexto e influenciava a participação dos alunos nas aulas da Educação Física. Os resultados da categoria Vídeo e Futebol indicam que o mesmo pode se tornar uma ferramenta pedagógica que auxilia o professor quanto ao ensino de um conteúdo (nesse caso o Futebol), e que, além disso, pode ser um facilitador no processo de ensino/aprendizagem, por suas características dinâmicas, que se contrapõe ao modelo tradicional de ensino. Considera-se que a necessidade de planejamento para a utilização vídeo na escola deve ser levada em consideração, pois o professor precisará dispor de certo tempo para coletar as informações e elaborar um vídeo que ajude a alcançar seus objetivos pedagógicos. O que significa que em muitas situações pode se tornar inviável, pela falta de conhecimento técnico dessa ferramenta, fato que aponta para a necessidade das tecnologias serem discutidas e utilizadas na formação inicial, bem como na formação continuada dos professores.
A Physical Education class throughout history has undergone several changes that influenced their goals in school. From the conception of body culture, physical education in school rescues, transmits and transforms the contents historically produced in terms of movement. In Brazil, soccer has gained ground in all layers of society, and has become a cultural element that goes beyond the "field". At school it was no different, secured its place as an element of body culture, even though many times, their contents were only enjoyed by the procedures, abandoning a critical perspective and so important to be introduced through the concepts and attitudes, which should also be included. Currently the company goes through a series of technological character transformations, people of different age groups have contact with the technologies, and the video a great tool access the different technological means. But it would be possible to use the video as a teaching tool (teaching and learning) during the physical education classes at school? The objective of this research was to develop and implement a teaching unit on the football content to the 9th grade of elementary school, starting the curriculum of the State of São Paulo, using the video as an educational resource, in addition, to evaluate the impressions of students about classes. Accordingly opted for a method of qualitative nature, the compounds following steps: 1) Development of lesson plans from the curriculum of the State of São Paulo; 2) Implementation of the classes and record the data in a field diary; 3) Focus group with students, after the implementation of the classes to evaluate them. The results were grouped into three main categories: Media and Football, Gender and Football and Video and Football. Regarding the category Media and football, it was found that students who did not know or had little information about the concept, came to their understanding. Through the classes, they had opportunities to discuss and reflect on information through the video, which associated with livings, helped the students' understanding of subject. The category Gender and Football appeared in the results because of the issues that arose during the implementation of the classes and in the focus group. It was observed that this was a matter present in physical education classes that context and influenced the participation of students in the classes of physical education. The results of the Video category and Football indicate that it can become an educational tool that helps the teacher and the teaching content (in this case the football), and that, moreover, can be a facilitator in the teaching / learning process for its dynamic characteristics, which is opposed to the traditional model of education. It is considered that the need for planning to use video in school should be taken into consideration because the teacher will need to have some time to gather the information and prepare a video to help achieve their educational goals. Which means that in many situations it may become impracticable, by the lack of technical knowledge of this tool, a fact that points to the need of the technologies being discussed and used in initial training and in continuing education of teachers.
A Physical Education class throughout history has undergone several changes that influenced their goals in school. From the conception of body culture, physical education in school rescues, transmits and transforms the contents historically produced in terms of movement. In Brazil, soccer has gained ground in all layers of society, and has become a cultural element that goes beyond the "field". At school it was no different, secured its place as an element of body culture, even though many times, their contents were only enjoyed by the procedures, abandoning a critical perspective and so important to be introduced through the concepts and attitudes, which should also be included. Currently the company goes through a series of technological character transformations, people of different age groups have contact with the technologies, and the video a great tool access the different technological means. But it would be possible to use the video as a teaching tool (teaching and learning) during the physical education classes at school? The objective of this research was to develop and implement a teaching unit on the football content to the 9th grade of elementary school, starting the curriculum of the State of São Paulo, using the video as an educational resource, in addition, to evaluate the impressions of students about classes. Accordingly opted for a method of qualitative nature, the compounds following steps: 1) Development of lesson plans from the curriculum of the State of São Paulo; 2) Implementation of the classes and record the data in a field diary; 3) Focus group with students, after the implementation of the classes to evaluate them. The results were grouped into three main categories: Media and Football, Gender and Football and Video and Football. Regarding the category Media and football, it was found that students who did not know or had little information about the concept, came to their understanding. Through the classes, they had opportunities to discuss and reflect on information through the video, which associated with livings, helped the students' understanding of subject. The category Gender and Football appeared in the results because of the issues that arose during the implementation of the classes and in the focus group. It was observed that this was a matter present in physical education classes that context and influenced the participation of students in the classes of physical education. The results of the Video category and Football indicate that it can become an educational tool that helps the teacher and the teaching content (in this case the football), and that, moreover, can be a facilitator in the teaching / learning process for its dynamic characteristics, which is opposed to the traditional model of education. It is considered that the need for planning to use video in school should be taken into consideration because the teacher will need to have some time to gather the information and prepare a video to help achieve their educational goals. Which means that in many situations it may become impracticable, by the lack of technical knowledge of this tool, a fact that points to the need of the technologies being discussed and used in initial training and in continuing education of teachers.
Descrição
Palavras-chave
Educação Física Escolar, Futebol, Vídeo, School Physical Education, Communication Technologies and Information