O ensino do conteúdo jogos na Educação Física: possibilidades e desafios.
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Data
2020-03-02
Autores
Galhardo, Selma
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Ao longo da história, os jogos vêm se estabelecendo como uma das produções culturais da humanidade e suas origens transitam no campo das significações. Por se fazer presente ainda em nossos dias e integrar as manifestações da cultura corporal de movimento, os jogos acabaram se tornando um dos conteúdos a ser ensinado nas aulas de Educação Física. Todavia, muitas vezes, os jogos são concebidos e utilizados apenas como estratégia de ensino para o desenvolvimento de outros conteúdos. Para, além disso, a associação dos jogos com o universo infantil também tem contribuído para tornar invisível este conteúdo no Ensino Médio. Sendo assim, o objetivo deste estudo foi analisar uma proposta de ensino com o conteúdo jogos nas aulas de Educação Física junto a estudantes do Ensino Médio integrado ao técnico de uma instituição escolar pública do interior de São Paulo. A abordagem metodológica empreendida foi a pesquisa-ação, envolvendo a participação da pesquisadora (também professora da turma) e dos estudantes durante todo o processo. Os dados foram coletados por meio de diários de aula; rodas de conversas, captadas em áudio e questionários. Os participantes foram 35 estudantes de uma turma de segundo ano do Ensino Médio. Os resultados nos remeteram a dois eixos de análises: 1. Jogos: memória e compreensão no desenvolvimento do conteúdo, interesse e participação dos estudantes nas aulas de Educação Física Escolar; 2. Possibilidades e desafios no desenvolvimento dos jogos enquanto conteúdo escolar da Educação Física. As memórias dos jogos, na infância, escola e nas aulas de Educação Física durante o Ensino Fundamental apresentadas pelos estudantes, revelaram que estes jogavam nas ruas, nas casas de parentes e com os amigos na escola. Contudo, o desenvolvimento do conteúdo jogos nas aulas de Educação Física trouxe uma contextualização aos estudantes na relação com tempo, espaço e sociedade, bem como, contribuiu para despertar curiosidade, vontade de jogar e senso crítico. Houve ainda significativa aproximação entre os conteúdos jogos e esportes, tratando-os como sinônimos e sempre associados à união de pessoas, ao encontro, ao jogar junto. Dentre os desafios e possibilidades para o ensino dos jogos junto aos estudantes do Ensino Médio integrado ao técnico, a reconfiguração dos jogos, enquanto conteúdo das aulas, se mostrou como desafio, já que sua associação ao esporte ou à estratégia de ensino vem marcando a trajetória dos estudantes ao longo da educação básica e a da própria formação da professora-pesquisadora deste estudo. Enquanto possibilidades, o desenvolvimento dos jogos se revelou como um conteúdo com potencial de mobilização e envolvimento dos estudantes nas aulas, ampliando suas participações e contribuindo para uma apropriação deste conteúdo em diálogo com as realidades dos jovens.
Throughout history, games have been established as one of the cultural productions of humanity and its origins go through the field of meanings. Because it is still present today and integrates the manifestations of the body culture of the movement, games ended up becoming one of the contents that will be taught in Physical Education classes. However, games are often designed and used only as a teaching strategy for the development of other content. In addition, the association of games with the children's universe has also contributed to hide this content in high school. Therefore, the objective of this study was to analyze a teaching proposal with the content of the games in the Physical Education classes with high school students integrated with the technician of a public school institution in the countryside of São Paulo state. The methodological approach carried out was a research-action, which involved the participation of the researcher (also a teacher in the class) and the students throughout the process. The data was collected through class diaries; conversation wheels, captured on audio and questionnaires. Participants were 35 students from a second year high school class. The results led us to two axes of analysis: 1. Games: memory and understanding in the development of content, interest and participation of students in physical education classes at school; 2. Possibilities and challenges in the development of games as school content for Physical Education. Memories of games, childhood, school, and physical education classes during elementary school presented by the students revealed that they played on the streets, at the homes of family and friends at school. However, the development of the content of games in Physical Education classes brought contextualization to the students in relation to time, space and society, in addition to helping to awaken curiosity, the willingness to play and a critical sense. There was also a significant approximation between the content of games and sports, treating them as synonyms and always associated with the union of people, the meeting when playing together. Among the challenges and possibilities for teaching games to high school students integrated with technicians, reconfiguring the games, as the content of the classes, turned out to be a challenge, since its association with the sport or the teaching strategy has marked the trajectory. of students throughout basic education and teacher-researcher training in this study. As possibilities, the development of the games was revealed as a content with potential for the mobilization and attendance of students during the classes, expanding their participation and contributing to the appropriation of this content in dialogue with the realities of young people.
Throughout history, games have been established as one of the cultural productions of humanity and its origins go through the field of meanings. Because it is still present today and integrates the manifestations of the body culture of the movement, games ended up becoming one of the contents that will be taught in Physical Education classes. However, games are often designed and used only as a teaching strategy for the development of other content. In addition, the association of games with the children's universe has also contributed to hide this content in high school. Therefore, the objective of this study was to analyze a teaching proposal with the content of the games in the Physical Education classes with high school students integrated with the technician of a public school institution in the countryside of São Paulo state. The methodological approach carried out was a research-action, which involved the participation of the researcher (also a teacher in the class) and the students throughout the process. The data was collected through class diaries; conversation wheels, captured on audio and questionnaires. Participants were 35 students from a second year high school class. The results led us to two axes of analysis: 1. Games: memory and understanding in the development of content, interest and participation of students in physical education classes at school; 2. Possibilities and challenges in the development of games as school content for Physical Education. Memories of games, childhood, school, and physical education classes during elementary school presented by the students revealed that they played on the streets, at the homes of family and friends at school. However, the development of the content of games in Physical Education classes brought contextualization to the students in relation to time, space and society, in addition to helping to awaken curiosity, the willingness to play and a critical sense. There was also a significant approximation between the content of games and sports, treating them as synonyms and always associated with the union of people, the meeting when playing together. Among the challenges and possibilities for teaching games to high school students integrated with technicians, reconfiguring the games, as the content of the classes, turned out to be a challenge, since its association with the sport or the teaching strategy has marked the trajectory. of students throughout basic education and teacher-researcher training in this study. As possibilities, the development of the games was revealed as a content with potential for the mobilization and attendance of students during the classes, expanding their participation and contributing to the appropriation of this content in dialogue with the realities of young people.
Descrição
Palavras-chave
Jogos, Ensino médio, Educação física escolar, Participação discente games, Games, High school, School physical education, Learner attendance