O ensino da educação física no Instituto Federal de São Paulo
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Data
2018-02-23
Autores
Andreani, Fabiana
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A Educação Física está presente no ensino profissional apenas nos cursos técnicos integrados ao Ensino Médio, com base na obrigatoriedade expressa pela Lei 10.328/2001. No contexto do IFSP ainda são poucos os estudos relacionados à Educação Física, evidenciando um campo carente e com necessidade de mais investigações. Diante dessa escassez de estudos, da crescente expansão dos cursos técnicos integrados e da ampla contratação de professores, o objetivo da presente pesquisa é analisar como tem se dado o ensino da Educação Física no IFSP. Orientada por uma pesquisa qualitativa com característica descritivo-interpretativa, o estudo envolveu a análise documental dos projetos pedagógicos dos cursos de ensino técnico integrado ao médio de 33 campi e entrevista semiestruturada com 15 docentes da área. Na discussão dos resultados, apresentamos os retratos da Educação Física no IFSP com base em duas categorias de análise: 1. O que dizem os planos de ensino versus o que pensam os docentes; 2. Desafios e possibilidades no ensino da Educação Física no IFSP. Podemos apontar que os planos de ensino evidenciaram os seguintes objetivos, em consonância com as perspectivas docentes: a formação do cidadão crítico, a promoção da saúde e o ensino pautado nos conteúdos da cultura corporal de movimento. As diferenças se apresentaram em relação à maior preocupação dos docentes com a problematização de questões sociais atreladas às práticas corporais, em diagnosticar os conhecimentos prévios dos alunos, em realizar um planejamento participativo para a escolha dos conteúdos e no ensino pautado nas dimensões conceitual, procedimental e atitudinal. A metodologia evidenciou convergências entre os planos de ensino e as falas dos professores, ao apontar a defesa por aulas teóricas e práticas. Os docentes revelaram uma diversificação metodológica, bem como, de critérios avaliativos (conceitual, procedimental, atitudinal), com o entendimento de que a avaliação também serve para rever as próprias metodologias de ensino. Sobre os desafios para ensinar Educação Física no IFSP, foram denunciados: o restrito número de aulas de Educação Física, o comprometimento do espaço físico e dos materiais para a realização das aulas e as dificuldades de aproximação do componente curricular Educação Física com a área técnica do curso. Ainda que marcados por esses desafios, os docentes sinalizaram que vêm buscando desenvolver uma Educação Física que, de fato, possa contribuir com a formação humana dos estudantes. Nossa expectativa com a presente pesquisa é favorecer a elaboração de um referencial institucionalizado sobre o ensino da Educação Física no IFSP, numa perspectiva crítica. E, além disso, impulsionar novos estudos, especialmente sobre as aproximações desse componente com a área técnica e possibilidades interdisciplinares.
Physical Education is only found in professional education in Vocational Schools, which combine Technical Education and High School. The inclusion of this school subject is enforced by law 10.328/2001. In the context of IFSP, there still are few studies related to Physical Education, which indicates it is a field that needs to be further investigated. We develop this research faced with the shortage of studies in the area, the growing expansion of vocational courses and the large scale hiring of teachers. Our aim is to analyze how the teaching of Physical Education has been carried out up to the present. This descriptive-interpretative qualitative research involved the documental analysis of the pedagogical projects of Vocational courses from the 33 campuses and a semi-structured interview with 15 teachers. In the results discussion section, we introduce the characterization of Physical Education in IFSP based on two categories of analysis: 1. What the teaching plans indicate versus what the teachers think; 2. The challenges and possibilities of teaching Physical Education in IFSP. The teaching plans show that the following objectives were aligned to the teachers’ perspectives: development of a critical citizen, health promotion and the teaching of content related to body and movement culture. The differences were connected to a greater concern of teachers with the problematization of social issues associated to the corporal practices, to diagnosing students’ previous knowledge, to the participative planning for the choice of contents and to the teaching based on conceptual, procedural and attitudinal dimensions. The methodology demonstrated convergence between the teaching plans and teachers’ speeches, both arguing for theoretical and practical classes. Teachers revealed methodological diversity as well as a variety in assessment (conceptual, procedural and attitudinal), with the understanding that assessment is also an asset for the teacher to review his/her own teaching methodologies. Regarding the challenges to teaching Physical Education in IFSP, the following were exposed: the restricted number of Physical Education classes, the conditions of space and material available for classes and the difficulties in trying to bring closer Physical Education curriculum and the technical area of the courses. Despite the challenges, teachers indicated they are trying to teach Physical Education classes that may indeed contribute to students’ human development. We expect to promote the creation of an institutionalized guide about the teaching of Physical Education in IFSP, in a critical perspective. Besides that, we intend to encourage new studies, especially those concerned with bringing closer the technical studies and Physical Education and interdisciplinary possibilities.
Physical Education is only found in professional education in Vocational Schools, which combine Technical Education and High School. The inclusion of this school subject is enforced by law 10.328/2001. In the context of IFSP, there still are few studies related to Physical Education, which indicates it is a field that needs to be further investigated. We develop this research faced with the shortage of studies in the area, the growing expansion of vocational courses and the large scale hiring of teachers. Our aim is to analyze how the teaching of Physical Education has been carried out up to the present. This descriptive-interpretative qualitative research involved the documental analysis of the pedagogical projects of Vocational courses from the 33 campuses and a semi-structured interview with 15 teachers. In the results discussion section, we introduce the characterization of Physical Education in IFSP based on two categories of analysis: 1. What the teaching plans indicate versus what the teachers think; 2. The challenges and possibilities of teaching Physical Education in IFSP. The teaching plans show that the following objectives were aligned to the teachers’ perspectives: development of a critical citizen, health promotion and the teaching of content related to body and movement culture. The differences were connected to a greater concern of teachers with the problematization of social issues associated to the corporal practices, to diagnosing students’ previous knowledge, to the participative planning for the choice of contents and to the teaching based on conceptual, procedural and attitudinal dimensions. The methodology demonstrated convergence between the teaching plans and teachers’ speeches, both arguing for theoretical and practical classes. Teachers revealed methodological diversity as well as a variety in assessment (conceptual, procedural and attitudinal), with the understanding that assessment is also an asset for the teacher to review his/her own teaching methodologies. Regarding the challenges to teaching Physical Education in IFSP, the following were exposed: the restricted number of Physical Education classes, the conditions of space and material available for classes and the difficulties in trying to bring closer Physical Education curriculum and the technical area of the courses. Despite the challenges, teachers indicated they are trying to teach Physical Education classes that may indeed contribute to students’ human development. We expect to promote the creation of an institutionalized guide about the teaching of Physical Education in IFSP, in a critical perspective. Besides that, we intend to encourage new studies, especially those concerned with bringing closer the technical studies and Physical Education and interdisciplinary possibilities.
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Palavras-chave
Ensino profissional, Ensino médio, Educação física, Currículo escolar, Vocational school, Professional education, High school, Physical education, School curriculum