Jogos e ética na perspectiva da educação física escolar
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Data
2005-01-31
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Universidade Estadual Paulista (Unesp)
Resumo
Com base no tema transversal Ética apresentado pelos Parâmetros Curriculares Nacionais, e considerando a relevância que o tema possui dentro do contexto educacional, assim como a dificuldade que os professores encontram em lidar com questões desta natureza, a presente pesquisa, tem por objetivo verificar de que maneira a ética pode ser tratada nas aulas de Educação Física, especificamente nos conteúdos Jogos. Foi utilizada como metodologia a pesquisa de natureza qualitativa, com referencial teórico na pesquisa-ação, enfoque metodológico que permitiu a intervenção junto a um grupo de cinco professores de Educação Física, atuantes em escolas públicas e particulares da cidade de Rio Claro, através da realização de oito encontros coletivos. Após um período de aproximadamente três meses, foi realizada uma entrevista individual com os participantes. A análise dos encontros indica que os professores já lidavam com questões éticas nas aulas de Educação Física, tanto em situações de jogos, como nas relações inter-pessoais estabelecidas no contexto escolar. As reuniões contribuíram para que eles refletissem sobre a ética e seus componentes (justiça, respeito mútuo, solidariedade e diálogo) como conteúdos a serem desenvolvidos intencionalmente nas aulas, especialmente no ensino dos jogos. As entrevistas finais mostraram que os professores continuaram refletindo sobre a ética e procurando desenvolver com os alunos questões relacionadas ao tema, utilizando, inclusive, os jogos propostos nos encontros e outros que eles próprios consideraram como possibilitadores do trato destas questões.
The present investigation reports how the transversal theme ethics, presented by the national curricula parameters for Brazilian education (PCNs), can be proposed in Physical Education classes, mainly through games usage. This work discusses this theme concerning its importance in the educational context as well as the difficulties teachers usually have to deal with ethics in their classes. The investigation used qualitative study methodology, focused in research-action literature review. It involved five teachers who have taught Physical Education in public or private schools in Rio Claro. We had eight meetings and after three months we had a personal interview with the participants. The results obtained with this experimentation shows that the teachers had already dealt with ethical question in their classes not only with games but also in their interpersonal relationship with the students. The meetings contributed to extend teachers view about ethics and connected questions like justice, mutual respect, solidarity and dialogue, pointing them as contents to be developed intentionally in classes, especially with games. With final interviews we could see that teachers carryed on thinking about those questions after the meetings, using the games proposed and others themselves have presented, as a way to develop ethical thoughts.
The present investigation reports how the transversal theme ethics, presented by the national curricula parameters for Brazilian education (PCNs), can be proposed in Physical Education classes, mainly through games usage. This work discusses this theme concerning its importance in the educational context as well as the difficulties teachers usually have to deal with ethics in their classes. The investigation used qualitative study methodology, focused in research-action literature review. It involved five teachers who have taught Physical Education in public or private schools in Rio Claro. We had eight meetings and after three months we had a personal interview with the participants. The results obtained with this experimentation shows that the teachers had already dealt with ethical question in their classes not only with games but also in their interpersonal relationship with the students. The meetings contributed to extend teachers view about ethics and connected questions like justice, mutual respect, solidarity and dialogue, pointing them as contents to be developed intentionally in classes, especially with games. With final interviews we could see that teachers carryed on thinking about those questions after the meetings, using the games proposed and others themselves have presented, as a way to develop ethical thoughts.
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Palavras-chave
Educação fisica, Jogos, Ética, Educação física escolar, Pesquisa-ação, School physical education, Ethics, Games, Research-action
Como citar
IMPOLCETTO, Fernanda Moreto. Jogos e ética na perspectiva da educação física escolar. 2005. vii, 219 f. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Biociências de Rio Claro, 2005.