Conteúdos midiáticos das Olimpíadas e Paralimpíadas Rio 2016: contribuições para a práxis pedagógica dialógica na educação física escolar
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Data
2018-03-19
Autores
Patrinhani, Giseli Fregolente
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Os diferentes meios de comunicação veiculam inúmeras notícias que permeiam o cotidiano dos jovens e, não raro, presenciamos no cotidiano escolar comentários e discussões sobre variadas notícias. Pensando a escola como instituição que deve garantir a aquisição dos instrumentos que possibilitam o acesso ao saber elaborado, à ciência e o necessário interesse e envolvimento dos educandos no próprio processo educativo, o cotidiano, o conhecimento empírico, factual e a aparência foram considerados e tratados como ponto de partida para a reflexão aprofundada do contexto e da leitura que fazem os educandos acerca dos fatos e das situações apresentadas pelas mídias. Tomando o “mundo” e a “leitura do mundo” realizadas pelos educandos a partir dos discursos midiaticamente construídos e propagados, planejamos e desenvolvemos uma prática pedagógica na Educação Física escolar voltada à elaboração do pensamento crítico e autônomo. Na intenção de favorecer processos de ensino e aprendizagem significativos, buscamos refletir e fundamentar uma prática pedagógica inspirada na Pedagogia Dialógica de Paulo Freire, na intenção de provocar uma criticidade nos jovens diante das mensagens disponibilizadas, impostas pela mídia, analisando mensagens midiáticas e provocando questionamentos cotidianamente através das aulas de Educação Física e de relatar as experiências de ensinar e de aprender Educação Física na escola através de recursos midiáticos e tecnológicos, pautadas em uma prática pedagógica dialogada. A pesquisa bibliográfica foi constante e possibilitou a base teórica para a intervenção, desenvolvida no cotidiano das aulas de Educação Física, caracterizando a metodologia da pesquisa participante realizada numa Escola Estadual de Bauru/SP, utilizando-se das produções midiáticas veiculadas durante os Jogos Olímpicos e Paralímpicos Rio 2016. Os diários de aula constituíram-se instrumentos de coleta de dados e de pesquisa. A intenção do presente estudo é contribuir para o debate sobre a atuação docente frente aos recursos midiáticos e tecnológicos, situação que tem se constituído desafio para a educação escolar.
The different media convey numerous news that permeate the daily lives of young people and, often, we witness in the school everyday comments and discussions on various news. Thinking about the school as an institution that must guarantee the acquisition of the instruments that allow access to elaborate knowledge, science and the necessary interest and involvement of learners in the educational process itself, daily life, empirical, factual knowledge and appearance were considered and treated as a starting point for the in-depth reflection of the context and the reading of the students about the facts and situations presented by the media. Taking the "world" and the "reading of the world" carried out by the students from the mediatically constructed and propagated discourses, we plan and develop a pedagogical practice in School Physical Education aimed at the elaboration of critical and autonomous thinking. In an attempt to favor meaningful teaching and learning processes, we seek to reflect and to base a pedagogical practice inspired by Paulo Freire's Dialogical Pedagogy, with the intention of provoking a criticality in the youths in the face of the messages made available by the media, analyzing media messages and provoking daily questions through the Physical Education classes and to report the experiences of teaching and learning Physical Education in the school through media and technological resources, based on a pedagogical practice. The bibliographic research was constant and allowed the theoretical basis for the intervention, developed in the daily Physical Education classes, characterizing the methodology of the participant research carried out in a State School of Bauru / SP, using the media productions transmitted during the Olympic Games and Paralympic Games Rio 2016. Classroom diaries were used as instruments for data collection and research. The intention of the present study is to contribute to the debate about the teaching performance in relation to the media and technological resources, a situation that has become a challenge for school education.
The different media convey numerous news that permeate the daily lives of young people and, often, we witness in the school everyday comments and discussions on various news. Thinking about the school as an institution that must guarantee the acquisition of the instruments that allow access to elaborate knowledge, science and the necessary interest and involvement of learners in the educational process itself, daily life, empirical, factual knowledge and appearance were considered and treated as a starting point for the in-depth reflection of the context and the reading of the students about the facts and situations presented by the media. Taking the "world" and the "reading of the world" carried out by the students from the mediatically constructed and propagated discourses, we plan and develop a pedagogical practice in School Physical Education aimed at the elaboration of critical and autonomous thinking. In an attempt to favor meaningful teaching and learning processes, we seek to reflect and to base a pedagogical practice inspired by Paulo Freire's Dialogical Pedagogy, with the intention of provoking a criticality in the youths in the face of the messages made available by the media, analyzing media messages and provoking daily questions through the Physical Education classes and to report the experiences of teaching and learning Physical Education in the school through media and technological resources, based on a pedagogical practice. The bibliographic research was constant and allowed the theoretical basis for the intervention, developed in the daily Physical Education classes, characterizing the methodology of the participant research carried out in a State School of Bauru / SP, using the media productions transmitted during the Olympic Games and Paralympic Games Rio 2016. Classroom diaries were used as instruments for data collection and research. The intention of the present study is to contribute to the debate about the teaching performance in relation to the media and technological resources, a situation that has become a challenge for school education.
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Palavras-chave
Mídia, Tecnologia, Pedagogia dialógica, Educação física escolar, Media, Technology, Dialogical pedagogy, School physical education