A dança no ensino médio: material didático apoiado pelas TIC
Carregando...
Arquivos
Data
2017-02-06
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Nesta pesquisa tivemos como objetivo identificar o que é relevante ensinar sobre o conteúdo dança no Ensino Médio (EM), e, a partir desses dados, elaborar, implementar e avaliar um material didático para aulas de Educação Física (EF). No EM o espaço da dança é mais restrito do que no Fundamental, devido aos problemas que essa etapa enseja, como a ausência de uma organização curricular, as dispensas das aulas regulares de EF, a reprodução dos conteúdos, entre outros. Frente a tal enredo, parece um grande desafio desenvolver esse conteúdo. Portanto, a fim de concretizar o objetivo desse estudo, desenvolvemos uma pesquisa qualitativa, em três etapas. A primeira procurou identificar o que é importante ensinar sobre a dança no EM a partir da análise nas Propostas Curriculares Estaduais (PCE) de EF e de entrevistas com docentes especialistas que atuam com disciplinas relativas à dança na formação inicial em Educação Física. Ainda nessa fase, produzimos um material didático para o professor, estimulando o uso das Tecnologias da Informação e Comunicação (TIC) como recursos didáticos. O material foi pautado nas orientações propostas pela Base Nacional Comum Curricular (BNCC - Segunda versão), que foi publicada durante o processo de construção da presente pesquisa. Após a elaboração, implementamos oito aulas de danças populares no EM, tema decidido de forma colaborativa com a escola da pesquisadora e subsidiado pelas orientações da BNCC. Na terceira etapa, essas experiências foram avaliadas em um grupo focal com oito alunos, construído com auxílio da observação participante e dos registros no diário de campo. Os resultados apontaram que ainda temos limitações no que tangencia à seleção e organização do conteúdo dança no EM, apesar da inclinação para as danças populares, de salão e urbanas, dados que pudemos identificar tanto nas PCE quanto nas entrevistas com os especialistas. No que diz respeito ao material didático, ressaltamos sua relevância como um instrumento pedagógico para o professor, visto que auxilia no desenvolvimento dos saberes, no processo reflexivo e no fortalecimento de conteúdos que ainda possuem limites no campo escolar. A avaliação junto aos estudantes evidenciou maior reconhecimento da dança como um conteúdo da EF, além do impacto que as tecnologias possuem perante esse público. Aprender danças populares por meio de vídeos, jogos digitais, aplicativos e redes sociais, transformou as experiências e aproximou a realidade dos alunos da escola. Apesar das limitações enfrentadas ao longo do estudo foi possível contribuir com diferentes vertentes. Destacamos que os resultados da implementação e avaliação apontaram um maior reconhecimento da dança nas aulas de EF, o levantamento de um corpo de conhecimento mais organizado acerca “do que ensinar” sobre dança no EM, o estímulo à inserção das tecnologias na escola, além da produção de um material didático para auxiliar os professores no ensino desse conteúdo na escola.
The present study had the objective to identify the relevant elements to be taught in High School dance education (HS) to develop and evaluate teaching materials for the Physical Education (PE) classes. In High School, the dance space is more restricted than in the Fundamental School, due to the intrinsic problems of this phase, such as the lack of curricular organization, student exemptions, and the reproduction of contents. In this sense, making this content thrive throughout the High School years represents a challenge. To concretize the objectives of the present study, we carried out a qualitative research in three distinct stages. The first phase consisted in identifying the relevant elements to be taught in High School Dance education based on the Proposals for the State Physical Education Curriculum and interviews with specialists working with Dance-related disciplines in Physical Education initial formation, stimulating the use of Information and Communication Technologies (ICT) as teaching resources. In the second phase, the materials were elaborated according to the guidelines of the National Common Curriculum Basis (NCCB - Second Version), published during the development of this study. Following the elaboration phase, we implemented eight popular dance classes in HS. This topic was chosen on joint decision with the researcher’s school and subsidized by the NCCB guidelines. Finally, in the third phase, the experiences were evaluated in a focus group comprised of eight students, in combination with participant observation and field record. The results demonstrated that we still have limitations regarding the selection and organization of the HS content, despite the preference for popular, ballroom and urban dances, data provided by the Proposals for the State Physical Education Curriculum and by the interviews with the specialists. With special regard to the materials, we emphasize their relevance in the teaching process, once they play an important role in the development the knowledge, in the reflective process and in the content strengthening, compensating possible limitations in the educational scope. The results of the evaluation performed with the students highlighted the acknowledgement of dance as a PE content, in addition to the impact of technology upon this group. Learning popular dances using videos, digital games, applications and social networking transformed the experiences and approximated the school to the students’ reality. In spite of some limitations, the results contributed in several aspects. We highlight the outcome of the implementation and evaluation, contributing to a greater acknowledgement of dance in PE, the emergence of a more organized knowledge about “what to teach” regarding the dance content in HS, the insertion of technology in schools, and the production of a teaching material to support HS students’ learning.
The present study had the objective to identify the relevant elements to be taught in High School dance education (HS) to develop and evaluate teaching materials for the Physical Education (PE) classes. In High School, the dance space is more restricted than in the Fundamental School, due to the intrinsic problems of this phase, such as the lack of curricular organization, student exemptions, and the reproduction of contents. In this sense, making this content thrive throughout the High School years represents a challenge. To concretize the objectives of the present study, we carried out a qualitative research in three distinct stages. The first phase consisted in identifying the relevant elements to be taught in High School Dance education based on the Proposals for the State Physical Education Curriculum and interviews with specialists working with Dance-related disciplines in Physical Education initial formation, stimulating the use of Information and Communication Technologies (ICT) as teaching resources. In the second phase, the materials were elaborated according to the guidelines of the National Common Curriculum Basis (NCCB - Second Version), published during the development of this study. Following the elaboration phase, we implemented eight popular dance classes in HS. This topic was chosen on joint decision with the researcher’s school and subsidized by the NCCB guidelines. Finally, in the third phase, the experiences were evaluated in a focus group comprised of eight students, in combination with participant observation and field record. The results demonstrated that we still have limitations regarding the selection and organization of the HS content, despite the preference for popular, ballroom and urban dances, data provided by the Proposals for the State Physical Education Curriculum and by the interviews with the specialists. With special regard to the materials, we emphasize their relevance in the teaching process, once they play an important role in the development the knowledge, in the reflective process and in the content strengthening, compensating possible limitations in the educational scope. The results of the evaluation performed with the students highlighted the acknowledgement of dance as a PE content, in addition to the impact of technology upon this group. Learning popular dances using videos, digital games, applications and social networking transformed the experiences and approximated the school to the students’ reality. In spite of some limitations, the results contributed in several aspects. We highlight the outcome of the implementation and evaluation, contributing to a greater acknowledgement of dance in PE, the emergence of a more organized knowledge about “what to teach” regarding the dance content in HS, the insertion of technology in schools, and the production of a teaching material to support HS students’ learning.
Descrição
Palavras-chave
Educação Física escolar, Dança, Ensino médio, Material didático, School physical education, Dance, High school, Teaching materials.