Mobilização, sentido(s) e aprendizagem em aulas de educação física no ensino médio: uma investigação sob as perspectivas da semiótica e da teoria da auto-organização
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Data
2016-11-16
Autores
Antunes, Alan Rodrigo [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Esta tese foi realizada junto ao Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista (UNESP - campus de Presidente Prudente) e está vinculada à linha de pesquisa “Práticas e Processos Formativos em Educação”. A presente pesquisa teve como objetivo investigar quais os resultados decorreram da implementação de um processo de ensino e aprendizagem a partir de pressupostos da perspectiva semiótica apoiada nas ideias de Charles S. Peirce, associada a uma visão auto-organizada segundo a teoria de Michel Debrun. Partiu-se da premissa de que as perspectivas e anseios dos estudantes influenciam a mobilização, e nesse sentido, para que haja uma aprendizagem criativa, os estudantes precisam mobilizar-se, pois não havendo mobilização não há ingresso na significação. A pesquisa, caracterizada como pesquisa-ação desenvolvida por um professor que pesquisa a própria prática, guiou-se pelas seguintes questões: Por que razão e para qual fim o estudante mobiliza-se ou não, frente aos conteúdos a ele apresentados? Quais os atratores e ruídos, e quais seus papéis no processo de ensino e aprendizagem? Como retratar o processo de ensino e aprendizagem a partir de pressupostos calcados em uma perspectiva semiótica e auto-organizada? Quais as condutas docentes necessárias à constituição de uma perspectiva semiótica e auto-organizada do processo educacional em Educação Física escolar? A pesquisa foi realizada no primeiro semestre de 2015, e envolveu 91 estudantes de um dos campi do Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso do Sul, que frequentaram os cursos técnicos integrados de nível médio, sendo 16 estudantes do 5º período em Eletrotécnica, 40 do 3º período em Informática e 35 do 1º período em Informática. Nesse cenário teórico e metodológico, os resultados do processo investigativo apontaram a incidência de oito elementos na mobilização dos estudantes: i) um trabalho iniciado por problemas oriundos de uma necessidade advinda do próprio contexto escolar; ii) exercícios de “fácil” execução permitiram estimular o estudante a passar do potencial inicial de mobilização para a mobilização, ou pelo menos o envolvimento na aula; iii) a vivência dos conteúdos em duplas proporcionou o compartilhamento de informações entre os estudantes; iv) na prática do Jiu-Jítsu houve o respeito que os praticantes dos esportes individuais partilham entre si, uma característica dos esportes individuais que favorece a mobilização, assim como os miniambientes de aprendizagem; v) ampliações dos conteúdos atenderam necessidades apontadas pelos estudantes ao serem questionados sobre seus gostos e preferências; vi) o professor como primus inter pares permitiu o estabelecimento de acordos, respeitados pelos estudantes quando elaborados em um processo democrático; vii) identificação dos atratores: elementos externos, uso de recursos tecnológicos nas aulas e nas propostas de avaliações, o próprio conteúdo como “novidade” e modificação das atividades a serem aprendidas; e viii) emergência da falibilidade do trabalho docente, fruto das ambiguidades da realidade investigada entre as figuras do professor e do pesquisador. Em conclusão, considera-se que a mobilização (ou ao menos indícios dela) foi identificada na medida em que o estudante busca aprender um conteúdo do qual foi coparticipe em sua escolha, no planejamento e na avaliação do processo de ensino e aprendizagem. E, também, por existirem pontos favoráveis no engajamento dos estudantes ao considerar a mobilização, a interação e os signos como três grandes eixos estruturantes da experiência e possibilitadores do diálogo entre a Educação Física escolar e a vivacidade da cultura corporal de movimento que poderá florescer para além dos muros escolares.
This doctoral dissertation has been developed at the Education Graduate Program of the Faculty of Science and Technology of the Universidade Estadual Paulista (UNESP - Presidente Prudente campus) and is linked to the line of research entitled “Pratices end Formatives Processes in Education”. The research started from the premise that student’s perspectives and aspirations as a starting point influence mobilization, and in this sense, for the emergence of creative/innovative learning students need to mobilize to learn, because without mobilization there is no entrance in meaning. In the search for advances on the subject in Physical Education at school, the present research had the objective to investigate the results after the implementation of a work in the process of teaching and learning from assumptions of the Semiotic theory, developed by Charles S. Peirce, associated with a selforganization view according to the theory of Michel Debrun. He presented as central focus the following guiding questions: Why and for what purpose the student mobilizes or not, in front of the contents presented to him? What are the attractors and noises, and what are their roles in the teaching and learning process? How to portray the process of teaching and learning from assumptions based on a semiotic and self-organized perspective? What are the teacher behaviors necessary to constitute a semiotic and self-organized perspective of the educational process in Physical Education? In the dynamics of an action research carried out in the first half of 2015, 91 students aged 15-17 years from the Federal Institute of Education, Science and Technology of Mato Grosso do Sul, attended the integrated technical middle courses, with 16 students from the 5th period in Computing, 40 from the 3rd period in Electro technology and 35 from the 1st period in Electro technology. In this theoretical and methodological scenario, the investigative process pointed to the incidence of eight elements on student mobilization: i) a work initiated by problems arising from a need arising from the school context itself; ii) "easy" exercises allowed students to move from the initial mobilization potential to mobilization or at least to classroom involvement; iii) experiences of content in pairs provided the opening of information sharing among students; iv) in Jiu-Jitsu practice there is the respect that individual sports practitioners share, a characteristic of individual sports in favor of mobilization, as well as learning mini-environments; v) amplifications of the contents met the needs pointed out by the students when being questioned about their tastes and preferences; vi) teacher as primus inter pares allowed the establishment of agreements, much respected by students when emerged by the democratic process; vii) identification of the following attractors: external elements, use of technological resources in classes and in evaluation proposals, content itself as "novelty" and modification of activities to be learned; viii) finally, emergence of the fallibility of teaching work resulting from the ambiguities of the reality investigated between the figures of the teacher and the researcher. Therefore, I consider that the mobilization or its clue was identified by considering that the student seeks to learn content in which he or she participated in the choice, planning, and evaluation of the process from which he or she passed. Also, there are favorable points in the students' engagement in considering mobilization, interaction and signs as three great structuring axes of experience and enabling the dialogue between Physical School Education and the liveliness of the body culture of movement that can flourish for beyond school walls.
This doctoral dissertation has been developed at the Education Graduate Program of the Faculty of Science and Technology of the Universidade Estadual Paulista (UNESP - Presidente Prudente campus) and is linked to the line of research entitled “Pratices end Formatives Processes in Education”. The research started from the premise that student’s perspectives and aspirations as a starting point influence mobilization, and in this sense, for the emergence of creative/innovative learning students need to mobilize to learn, because without mobilization there is no entrance in meaning. In the search for advances on the subject in Physical Education at school, the present research had the objective to investigate the results after the implementation of a work in the process of teaching and learning from assumptions of the Semiotic theory, developed by Charles S. Peirce, associated with a selforganization view according to the theory of Michel Debrun. He presented as central focus the following guiding questions: Why and for what purpose the student mobilizes or not, in front of the contents presented to him? What are the attractors and noises, and what are their roles in the teaching and learning process? How to portray the process of teaching and learning from assumptions based on a semiotic and self-organized perspective? What are the teacher behaviors necessary to constitute a semiotic and self-organized perspective of the educational process in Physical Education? In the dynamics of an action research carried out in the first half of 2015, 91 students aged 15-17 years from the Federal Institute of Education, Science and Technology of Mato Grosso do Sul, attended the integrated technical middle courses, with 16 students from the 5th period in Computing, 40 from the 3rd period in Electro technology and 35 from the 1st period in Electro technology. In this theoretical and methodological scenario, the investigative process pointed to the incidence of eight elements on student mobilization: i) a work initiated by problems arising from a need arising from the school context itself; ii) "easy" exercises allowed students to move from the initial mobilization potential to mobilization or at least to classroom involvement; iii) experiences of content in pairs provided the opening of information sharing among students; iv) in Jiu-Jitsu practice there is the respect that individual sports practitioners share, a characteristic of individual sports in favor of mobilization, as well as learning mini-environments; v) amplifications of the contents met the needs pointed out by the students when being questioned about their tastes and preferences; vi) teacher as primus inter pares allowed the establishment of agreements, much respected by students when emerged by the democratic process; vii) identification of the following attractors: external elements, use of technological resources in classes and in evaluation proposals, content itself as "novelty" and modification of activities to be learned; viii) finally, emergence of the fallibility of teaching work resulting from the ambiguities of the reality investigated between the figures of the teacher and the researcher. Therefore, I consider that the mobilization or its clue was identified by considering that the student seeks to learn content in which he or she participated in the choice, planning, and evaluation of the process from which he or she passed. Also, there are favorable points in the students' engagement in considering mobilization, interaction and signs as three great structuring axes of experience and enabling the dialogue between Physical School Education and the liveliness of the body culture of movement that can flourish for beyond school walls.
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Palavras-chave
Educação física, Signo, Sentido, Mobilização, Interação, Physical education, Sign, Sense, Mobilization, Interaction