A tematização dos jogos na Educação Física junto aos anos finais do Ensino Fundamental
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Data
2023-02-17
Autores
Lamana, Jean Fabiano Marcato
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O jogo é um fenômeno cultural produzido pela humanidade e carregado de significados que, ao longo do tempo, vem se estabelecendo como uma das manifestações que compõem a cultura corporal e, por isso, o conjunto de conhecimento ensinado na escola nas aulas de Educação Física. O ensino dos jogos como um conhecimento da Educação Física nos anos finais do Ensino Fundamental, articulado aos contextos culturais de sua produção e às perspectivas discentes, pode potencializar seu valor e reconhecimento ao longo de toda a educação básica. A partir destes pressupostos, o objetivo desta investigação foi analisar a tematização dos jogos junto a uma turma de estudantes dos anos finais do ensino fundamental com base nos Estudos Culturais. A pesquisa, de caráter qualitativo, teve inspiração na pesquisa-participante que foi pautada pelo desenvolvimento de uma unidade didática com a temática jogos para 36 estudantes de uma turma do 8º ano. Os dados foram coletados por meio da aplicação de dois questionários aos estudantes e a produção de diário de aula por parte do pesquisador, que também era o professor de Educação Física da turma. A análise dos resultados permitiu construir três categorias de análise: a) Os rompimentos e ressignificações dos alunos após um processo didático sobre o tema jogos; b) A esportivização da Educação Física e suas influências acerca do tema jogos; c) Os marcadores sociais e os enfrentamentos no ensino da temática jogos nas aulas de Educação Física. Foi possível identificar avanços alcançados pelo grupo de estudantes no percurso das situações didáticas, ligados às reflexões sobre pertencimento cultural com os jogos da comunidade, à definição de jogos e aos marcadores sociais revelados neles. Todavia, o modelo social vigente na relação com o processo de esportivização da Educação Física, somado ao forte papel exercido pelas mídias, alimentam enfrentamentos que guardam relações com os marcadores sociais percebidos durante as aulas. Além desses elementos, o trabalho faz uma denúncia da ausência dos jogos nos anos finais do Ensino Fundamental na orientação e proposição curriculares presentes nas atuais políticas públicas educacionais nacionais e estaduais. Entendemos que o ensino dos jogos ao longo de toda a educação básica, balizado por uma orientação metodológica de diálogo e plural, incentiva a realização de ações para que tenhamos uma escola mais justa e democrática.
The game is a cultural phenomenon produced by humanity and loaded with meanings that, over time, has been establishing itself as one of the manifestations that make up body culture and, therefore, the set of knowledge taught at school along with Physical Education classes. The teaching of games as Physical Education knowledge in the final years of Elementary School, articulated to the cultural contexts of its production and student perspectives, can enhance its value and recognition throughout basic education. Based on these assumptions, the objective of this investigation was to analyze the thematization of games with a group of students in the final years of elementary school based on Cultural Studies. The research, of a qualitative nature, was inspired by the participant research that was guided by the development of a didactic unit with the theme of games for 36 students of an 8th grade class. Data were collected through the application of two questionnaires to the students and the production of a class diary by the researcher, who was also the Physical Education teacher in the class. The analysis of the results allowed us to construct three categories of analysis: a) The disruptions and resignifications of the students after a didactic process on the theme of games; b) Sportivization of Physical Education and its influences on the theme of games; c) Social markers and confrontations in teaching games in Physical Education classes. We identified advances achieved by the group of students in the course of didactic situations linked to reflections on cultural belonging with the community games, definition of games, the social markers revealed in the games. However, the current social model in relation to the sportivization process of Physical Education, added to the strong role played by the media, feed confrontations that are related to the social markers perceived during classes. In addition to these elements, the present work denounces the absence of games in the final years of Elementary School to High School in the curricular orientation and proposition present in current national and state educational public policies. We understand that the teaching of games throughout basic education, guided by a methodological orientation of dialogue and plurality, encourages actions so that we have a fairer and more democratic school.
The game is a cultural phenomenon produced by humanity and loaded with meanings that, over time, has been establishing itself as one of the manifestations that make up body culture and, therefore, the set of knowledge taught at school along with Physical Education classes. The teaching of games as Physical Education knowledge in the final years of Elementary School, articulated to the cultural contexts of its production and student perspectives, can enhance its value and recognition throughout basic education. Based on these assumptions, the objective of this investigation was to analyze the thematization of games with a group of students in the final years of elementary school based on Cultural Studies. The research, of a qualitative nature, was inspired by the participant research that was guided by the development of a didactic unit with the theme of games for 36 students of an 8th grade class. Data were collected through the application of two questionnaires to the students and the production of a class diary by the researcher, who was also the Physical Education teacher in the class. The analysis of the results allowed us to construct three categories of analysis: a) The disruptions and resignifications of the students after a didactic process on the theme of games; b) Sportivization of Physical Education and its influences on the theme of games; c) Social markers and confrontations in teaching games in Physical Education classes. We identified advances achieved by the group of students in the course of didactic situations linked to reflections on cultural belonging with the community games, definition of games, the social markers revealed in the games. However, the current social model in relation to the sportivization process of Physical Education, added to the strong role played by the media, feed confrontations that are related to the social markers perceived during classes. In addition to these elements, the present work denounces the absence of games in the final years of Elementary School to High School in the curricular orientation and proposition present in current national and state educational public policies. We understand that the teaching of games throughout basic education, guided by a methodological orientation of dialogue and plurality, encourages actions so that we have a fairer and more democratic school.
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Palavras-chave
Jogos, Educação Física, Estudos Culturais, Escola, Games, Physical Education, School, Cultural studies