Educação física escolar: cooperação, respeito e empatia em ação
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Data
2020-04-27
Autores
Ramos, Camila Mieli Moreira
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A Educação Física na infância é fundamental para a socialização e aprendizagem dos alunos num contexto escolar. Hoje, muitas crianças têm dificuldade em socializar entre elas, nos jogos não aceitam as regras em muitas vezes a frustração é algo bem presente quando jogam ou brincam gerando na maioria das vezes discussões e falta de respeito onde é necessária a intervenção para uma reflexão. Será que jogos e brincadeiras focados em uma perspectiva da aprendizagem social e emocional contribuem numa mudança comportamental? Nesse sentido, na presente pesquisa objetivou-se investigar e analisar o quanto jogos e brincadeiras, fundamentados na perspectiva da aprendizagem social e emocional, contribuíram para uma mudança comportamental de alunos de nove e dez anos, totalizando 29 crianças, de duas turmas de 5.º anos do Ensino Fundamental do período matutino. Para tanto, realizouse revisão da literatura conforme Bardin (1977) abordando-se: a) Corpo e seus sentidos; b) o corpo e seus sentidos a partir dos jogos e brincadeiras: respeito, cooperação e empatia- primeiras intervenções e c) o corpo e seus sentidos a partir dos jogos e brincadeiras: respeito, cooperação e empatia-segundas intervenções. Trata-se de uma investigação qualitativa e os instrumentos para coleta de dados com os alunos de uma escola municipal do interior paulista foram desenhos e entrevistas semiestruturadas com os alunos e diários de campo construído pela professora /pesquisadora durante os encontros das aulas. Por intermédio do método de análise de conteúdo foram evidenciadas as seguintes categorias: a) protagonismo juvenil; b) mudança de comportamento; c) repensando a inclusão; d) roda de conversa; e) emoções. Após as análises, ainda constatamos lacunas em relação ao olhar dos alunos sobre o conceito de corpo. Portanto, elaboramos mais uma intervenção focada no corpo, nas suas vivências e nas histórias de vida. Concluímos a necessidade de um trabalho escolar coletivo, bem como, de ações educativas com os familiares. Buscando compreender a educação do corpo na perspectiva interdisciplinar de ensino, especialmente enfatizando os princípios e as diretrizes da aprendizagem socioemocional, investigando as situações de forma que as crianças aprendam a lidar com as próprias emoções e as do outro assertivamente. Como produto educacional apresentamos um vídeo documentário “Brincar, se emocionar e aprender” para, posteriormente, disponibilizá-lo à comunidade em geral.
Physical education in childhood is fundamental for the socialization and learning of students in a school context. Today, many children present difficult to socialize among themselves, in games they do not accept the rules and often the frustration is very present when they play or play generating most of the time discussions and lack of respect where intervention is necessary for reflection. Do the games and play focused on a social and emotional learning perspective contribute to behavioral change? In this sense, this research aimed to investigate and analyze how much games and plays, based on the perspective of social and emotional learning, contributed to a behavioral change in students aged nine and ten, totaling 29 children, in two classes of 5th years Elementary School in the morning. Therefore, a literature review was carried out according to Bardin (1977), addressing: a) Body and its senses; b) The body and its senses from games and play: respect, cooperation and empathy- first interventions and c) The body and its senses from games and play: respect, cooperation and empathy-second interventions. It is a qualitative investigation and the instruments for data collection with students from a municipal school in the interior of São Paulo, were drawings and semi-structured interviews with students and field diaries built by the teacher / researcher during the class meetings. Through the content analysis method, the following categories were highlighted: a) youth protagonism; b) change in behavior; c) rethinking inclusion; d) conversation wheel; e) emotions. After the analysis, we still found gaps in relation to the students' view of the concept of body. Therefore, we elaborated another intervention focused on the body, its experiences and life stories. We concluded the need for collective school work, as well as educational actions with family members. Seeking to understand body education in an interdisciplinary teaching perspective, especially emphasizing the principles and guidelines of socioemotional learning, investigating situations so that children learn to deal with their own emotions and those of the other assertively. As an educational product, he presented a documentary video “Play, be moved and learn” to later make it available to the community in general.
Physical education in childhood is fundamental for the socialization and learning of students in a school context. Today, many children present difficult to socialize among themselves, in games they do not accept the rules and often the frustration is very present when they play or play generating most of the time discussions and lack of respect where intervention is necessary for reflection. Do the games and play focused on a social and emotional learning perspective contribute to behavioral change? In this sense, this research aimed to investigate and analyze how much games and plays, based on the perspective of social and emotional learning, contributed to a behavioral change in students aged nine and ten, totaling 29 children, in two classes of 5th years Elementary School in the morning. Therefore, a literature review was carried out according to Bardin (1977), addressing: a) Body and its senses; b) The body and its senses from games and play: respect, cooperation and empathy- first interventions and c) The body and its senses from games and play: respect, cooperation and empathy-second interventions. It is a qualitative investigation and the instruments for data collection with students from a municipal school in the interior of São Paulo, were drawings and semi-structured interviews with students and field diaries built by the teacher / researcher during the class meetings. Through the content analysis method, the following categories were highlighted: a) youth protagonism; b) change in behavior; c) rethinking inclusion; d) conversation wheel; e) emotions. After the analysis, we still found gaps in relation to the students' view of the concept of body. Therefore, we elaborated another intervention focused on the body, its experiences and life stories. We concluded the need for collective school work, as well as educational actions with family members. Seeking to understand body education in an interdisciplinary teaching perspective, especially emphasizing the principles and guidelines of socioemotional learning, investigating situations so that children learn to deal with their own emotions and those of the other assertively. As an educational product, he presented a documentary video “Play, be moved and learn” to later make it available to the community in general.
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Palavras-chave
Corpo, Educação física escolar, Aprendizagem socioemocional, Body, School physical education, Socio-emotional learning