O ensino das lutas nas aulas de educação física na escola: possibilidades e desafios
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Data
2020-02-28
Autores
Garcia, Leandro Fernandes
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Universidade Estadual Paulista (Unesp)
Resumo
Ao defender a cultura corporal como objeto pedagógico da Educação Física Escolar (EFE), entendemos que se torna fundamental a tematização das lutas. Essa perspectiva, certamente, apresenta novas configurações para a EFE, sinalizando para a necessidade da materialização de novos modos de pensar e ensinar. Neste sentido, esta pesquisa objetivou analisar uma proposta de ensino do conteúdo lutas nas aulas de Educação Física Escolar para uma turma de 7º ano do ensino fundamental. A metodologia está pautada na abordagem qualitativa de investigação, sendo orientada pela pesquisa ação estratégica, na medida em que ocorreu em parceria com os estudantes (participantes-colaboradores) de um 7º ano de uma escola pública de ensino fundamental II (6º ao 9º ano) de uma cidade do interior de São Paulo. As coletas dos dados foram realizadas por meio de: a) observações registradas em diários de campo e também em pequenos vídeos; b) aplicação de questionários aos alunos da turma; c) realização de entrevistas com os alunos. Cumpre sinalizar que o professor da turma desempenhou também o papel de pesquisador. Mediante a análise dos dados foram definidas duas categorias de codificação: a) As perspectivas dos estudantes sobre o processo de ensino das lutas nas aulas de Educação Física; b) Possibilidades e desafios de um processo de ensino das lutas na Educação Física escolar. A análise do fenômeno do ensino das lutas nas aulas de Educação Física foi inspirada por uma perspectiva que contemplou as manifestações dos estudantes, fortalecendo seus envolvimentos neste processo de ensino. A despeito das possibilidades e dos desafios para o ensino das lutas no contexto escolar a proposição desenvolvida aparentou favorecer a transposição das lutas para o ambiente escolar, todavia, igualmente evidenciou percalços relacionados a não participação dos estudantes e a dinâmica padrão de organização da escola.
When defending a corporal culture as a pedagogical object of School Physical Education (EFE), we understand that the theme of classes becomes fundamental. This perspective, certainly, presents new configurations for the EFE, signaling the need to materialize the new ways of thinking and using. In this sense, this research aimed to analyze a proposal for teaching the struggles content in the School Physical Education classes for a class of the 7th grade of elementary school. The methodology, it is based on the qualitative approach of investigation, being guided by strategic research, as it occurred in partnership with students (participants-collaborators) of a 7th year of public elementary school II (6th to 9th year) country city in São Paulo. As data collections were carried out through: a) observations recorded in field jornals and also in short videos; b) application of questionnaires to students in the class; c) conducting interviews with students. It should be noted that the class teacher also played the role of researcher. By analyzing the data, two categories of coding were been defined: a) The students' perspectives on the process of teaching of struggles in Physical Education classes; b) Possibilities and challenges of a process of teaching of struggles in school Physical Education. The analysis of the phenomenon of teaching of full-contact fights in Physical Education classes was inspired by a perspective that contemplated the student’s manifestations, strengthening their involvement in this teaching process. Despite the possibilities and challenges for teaching the struggles in the school context, the proposition developed seemed to favor the transposition the struggles inside the school environment, however, it also have been showed problems related to the non-participation of students and the dynamic pattern of school organization.
When defending a corporal culture as a pedagogical object of School Physical Education (EFE), we understand that the theme of classes becomes fundamental. This perspective, certainly, presents new configurations for the EFE, signaling the need to materialize the new ways of thinking and using. In this sense, this research aimed to analyze a proposal for teaching the struggles content in the School Physical Education classes for a class of the 7th grade of elementary school. The methodology, it is based on the qualitative approach of investigation, being guided by strategic research, as it occurred in partnership with students (participants-collaborators) of a 7th year of public elementary school II (6th to 9th year) country city in São Paulo. As data collections were carried out through: a) observations recorded in field jornals and also in short videos; b) application of questionnaires to students in the class; c) conducting interviews with students. It should be noted that the class teacher also played the role of researcher. By analyzing the data, two categories of coding were been defined: a) The students' perspectives on the process of teaching of struggles in Physical Education classes; b) Possibilities and challenges of a process of teaching of struggles in school Physical Education. The analysis of the phenomenon of teaching of full-contact fights in Physical Education classes was inspired by a perspective that contemplated the student’s manifestations, strengthening their involvement in this teaching process. Despite the possibilities and challenges for teaching the struggles in the school context, the proposition developed seemed to favor the transposition the struggles inside the school environment, however, it also have been showed problems related to the non-participation of students and the dynamic pattern of school organization.
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Palavras-chave
Lutas, Ensino, Educação física escolar, Estudos culturais, Struggles, Teaching, School physical education, Cultural studies