As abordagens de ensino na educação (física) infantil: contribuições para professores na perspectiva crítico-emancipatória considerando a sustentabilidade
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Data
2018-02-19
Autores
Vida, Ivo Guilherme
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Universidade Estadual Paulista (Unesp)
Resumo
As abordagens teórico-metodológicas da Educação Física Escolar cumprem um papel fundamental no processo de aprendizagem de crianças e jovens estudantis. No entanto, observam-se lacunas na formação inicial, bem como nos cursos de educação continuada, porém, há a expectativa dos professores em compreender tais perspectivas. É nesse sentido que a presente pesquisa objetivou evidenciar como se procede a prática pedagógica dos professores de Educação (Física) Infantil, de um município do interior de São Paulo. Para isso, buscou-se instrumentalizar os professores em relação às abordagens de ensino, enfatizando a educação de cidadãos críticos por meio do enfoque na abordagem crítico-superadora e da sustentabilidade, a última, tendo sua justificativa na necessidade global de ampliar a consciência ambiental valorizando as práticas sustentáveis. A investigação está estruturada: a) Revisão de literatura referente à Infância, escola e Educação (Física) Infantil; b) As abordagens Teórico-metodológicas da Educação Física; e c) A perspectiva da sustentabilidade, Educação Ambiental e práticas sustentáveis na Educação Física. No que diz respeito aos processos metodológicos, o estudo baseou-se no enfoque qualitativo, em específico, a pesquisa participante, com quatro (4) professores, sendo aplicado como recurso para a coleta de dados o grupo focal, com auxílio de um guia de entrevista, totalizando oito (8) encontros - nomeados de interlocução e caracterizados por uma formação continuada, em que o grupo de professores se reuniu para aprofundar os conhecimentos sobre as abordagens teóricas da Educação Física. Os encontros foram gravados e as informações transcritas para que fossem tratadas e definidas as categorias de análise de conteúdo, sendo: 1. O planejamento e as fontes teóricas, que contém a subcategoria: As tendências históricas de ensino no âmbito da Educação Física; 2. Os aspectos motores, cognitivos e afetivo-sociais: como trabalhar em harmonia? 3. Do comando ao diálogo: as relações sociais e as mediações de conflito; 4. As abordagens pedagógicas da Educação Física na ótica dos professores participantes; 5. A Sustentabilidade e a Educação Ambiental ganhando espaço na Educação (Física) da Infância. Da investigação evidenciou-se: a) que os professores participantes da pesquisa não aprenderam as abordagens na formação inicial; b) aplicam determinadas estratégias das abordagens em suas práticas, porém, não conhecem profundamente seus fundamentos; c) caracterizando suas aulas num ensino experiencial, perpassando por um amálgama das abordagens de ensino; d) no que se refere ao tema da sustentabilidade, reconhecem a importância do tema nas aulas, porém, não tiveram formação voltada para tal; e) carecem de formação continuada de qualidade; Concluiu-se que, na educação básica, as práticas de ensino dos professores de Educação (Física) Infantil necessitam ser ressignificadas a nível das abordagens de ensino, por meio de políticas públicas que proporcionem uma formação continuada crítica e emancipada. Como resultante final apresento o produto educacional sobre a abordagem crítico-emancipatória na perspectiva da educação sustentável, objetivando a renovação da prática pedagógica da Educação (Física) Infantil
The theoretical-methodological approaches of Physical School Education, play a fundamental role in the learning process of children and young students. However, there are gaps in initial training as well as in continuing education courses, but teachers are expected to understand such perspectives. It is in this sense that the present research aimed to show how the pedagogical practice of the Physical (Infant) Education teachers of a municipality in the interior of São Paulo is carried out. In order to achieve this, we sought to equip teachers with regard to teaching approaches, emphasizing the education of critical citizens by focusing on the critical-surpassing approach and sustainability, the latter having its justification in the global need to broaden environmental awareness by valuing the sustainable practices. The research is structured: a) literature review on Childhood, school and Infant (Physical) Education; b) The theoretical-methodological approaches of Physical Education; and c) The perspective of sustainability, Environmental Education and sustainable practices in Physical Education. With regard to the methodological processes of the study, four (4) teachers were based on the qualitative approach, specifically the participant research, and the focal group was used as a resource for the data collection, with the help of an interview guide , totaling eight (8) meetings - named for dialogue and characterized by a continuous formation, in which the group of teachers met to deepen the knowledge on the theoretical approaches of Physical Education. The meetings were recorded and the information transcribed to be treated and defined the categories of content analysis, being: 1. The planning and the theoretical sources, which contains the subcategory: The historical trends of teaching in the scope of Physical Education; 2. The motor, cognitive and affective-social aspects: how to work in harmony? 3. From command to dialogue: social relations and conflict mediations; 4. The pedagogical approaches of Physical Education in the perspective of the participating teachers; 5. Sustainability and Environmental Education gaining space in the (Physical) Education of Childhood. The research showed that: a) that the teachers participating in the research did not learn the approaches in initial training, b) apply certain strategies of the approaches in their practices, but do not know their fundamentals deeply, c) characterizing their classes in experiential teaching through an amalgam of teaching approaches; (d) as far as sustainability is concerned, they recognize the importance of the theme in the classes, but they were not trained in this, and e) lack continuous quality education, it was concluded that in education basic, the teaching practices of Infant (Physical) Education teachers need to be resented at the level of teaching approaches, through public policies that provide an ongoing critical and emancipated formation. As a final result, I present the educational product about the critical-emancipatory approach in the perspective of sustainable education, aiming at the renewal of the pedagogical practice of Infant (Physical) Education.
The theoretical-methodological approaches of Physical School Education, play a fundamental role in the learning process of children and young students. However, there are gaps in initial training as well as in continuing education courses, but teachers are expected to understand such perspectives. It is in this sense that the present research aimed to show how the pedagogical practice of the Physical (Infant) Education teachers of a municipality in the interior of São Paulo is carried out. In order to achieve this, we sought to equip teachers with regard to teaching approaches, emphasizing the education of critical citizens by focusing on the critical-surpassing approach and sustainability, the latter having its justification in the global need to broaden environmental awareness by valuing the sustainable practices. The research is structured: a) literature review on Childhood, school and Infant (Physical) Education; b) The theoretical-methodological approaches of Physical Education; and c) The perspective of sustainability, Environmental Education and sustainable practices in Physical Education. With regard to the methodological processes of the study, four (4) teachers were based on the qualitative approach, specifically the participant research, and the focal group was used as a resource for the data collection, with the help of an interview guide , totaling eight (8) meetings - named for dialogue and characterized by a continuous formation, in which the group of teachers met to deepen the knowledge on the theoretical approaches of Physical Education. The meetings were recorded and the information transcribed to be treated and defined the categories of content analysis, being: 1. The planning and the theoretical sources, which contains the subcategory: The historical trends of teaching in the scope of Physical Education; 2. The motor, cognitive and affective-social aspects: how to work in harmony? 3. From command to dialogue: social relations and conflict mediations; 4. The pedagogical approaches of Physical Education in the perspective of the participating teachers; 5. Sustainability and Environmental Education gaining space in the (Physical) Education of Childhood. The research showed that: a) that the teachers participating in the research did not learn the approaches in initial training, b) apply certain strategies of the approaches in their practices, but do not know their fundamentals deeply, c) characterizing their classes in experiential teaching through an amalgam of teaching approaches; (d) as far as sustainability is concerned, they recognize the importance of the theme in the classes, but they were not trained in this, and e) lack continuous quality education, it was concluded that in education basic, the teaching practices of Infant (Physical) Education teachers need to be resented at the level of teaching approaches, through public policies that provide an ongoing critical and emancipated formation. As a final result, I present the educational product about the critical-emancipatory approach in the perspective of sustainable education, aiming at the renewal of the pedagogical practice of Infant (Physical) Education.
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Palavras-chave
Educação (Física) Infantil, Abordagem crítico-emancipatória, Sustentabilidade, Infant (Physical) Education, Critical-emancipatory Approach, Sustainability