Educação física escolar: possibilidades de ensino dos esportes a partir da perspectiva progressista
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Data
2020-04-28
Autores
Ramos, Luiz Matheus
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa qualitativa, caracterizada como um “estudo de campo”, tem como objetivo investigar a dinâmica do processo de ensino compreendido pelos encontros formativos, planejamento, execução e avaliação da unidade didática e sistematizado pelos aportes teóricos relacionados à Teoria Educacional, Pedagógica e de ensino da Educação Física/Esportes. Para tanto, participaram da pesquisa duas professoras de Educação Física que atuam em uma escola pública do interior do Estado de São Paulo e duas turmas de alunos matriculados na mesma instituição de ensino. Os dados foram obtidos por meio de entrevistas semiestruturadas nas fases exploratória e de trabalho de campo da pesquisa. Enquanto revisão da literatura, seguiu-se três eixos teóricos: Teoria Crítica da Sociedade e o Comportamento Crítico, com enfoque nas influencias ideológicas sobre sistema educacional; pedagogia Histórico-Crítica e o processo didático-metodológico, com enfoque no Método Dialético de ensino; proposição teórico-metodológica Crítico-Superadora, com enfoque na dinâmica curricular e no trato do conhecimento do conteúdo esporte. Para a inferência e interpretação dos dados, utilizou-se a técnica da Análise de Conteúdo, na qual seguiu-se as etapas de trabalho relacionadas à pré-análise, exploração do material e tratamento dos resultados. Neste percurso, inferiu-se que, mesmo que as professoras tivessem demonstrado certa capacidade técnica relacionada ao trato do conhecimento e ao processo didático-metodológico para o ensino dos esportes, percebeu-se, diante das problemáticas advindas da normalização e da organização escolar, certa situação de conformismo ou adaptação quando demonstram estar resistentes frente à propositura do ensino dos esportes a partir da perspectiva Progressista na unidade escolar em que atuam. Diante disto, conclui-se que: É positivo a forma de tratar o conteúdo esporte, protagonizar o aluno e sua realidade social e apresentar compromisso com a organização científica do conhecimento por meio da ampliação das dimensões do conteúdo. Logo, a resistência apresentada pelas professoras, na implementação do ensino dos esportes a partir da Perspectiva Progressista, pode ser motivada pela tecnificação e precarização do trabalho docente, alinhado teoricamente a partir da concepção de Educação Física referenciada pelo senso comum que estabelece a situação de conformismo e adaptação frente às problemáticas identificadas. Torna-se, de fato, necessário aos professores de Educação Física que atuam em comunidades acometidas por problemas de desigualdade social, que reflitam sobre a função social da Educação Física referenciada pela Perspectiva Progressista, e assim de maneira teleológica, busquem possibilidades formativas que os auxiliem a construir uma prática pedagógica que contribua para a transformação da realidade sociocultural dos alunos.
The present qualitative research, characterized as a “field study”, aims to investigate the dynamics of the teaching process understood by the formative meetings, planning, execution and evaluation of the didactic unit and systematized by the theoretical contributions related to the Educational, Pedagogical and Educational Theory and teaching Physical Education / Sports. To this end, two physical education teachers who work in a public school in the interior of the state of São Paulo and two classes of students enrolled in the same educational institution participated in the research. Data were obtained through semi-structured interviews in the exploratory and fieldwork phases of the research. While reviewing the literature, three theoretical axes were followed: Critical Theory of Society and Critical Behavior, with a focus on ideological influences on the educational system; Historical-Critical pedagogy and the didactic-methodological process, focusing on the Dialectical Method of teaching; Critical-Overcoming theoretical-methodological proposition, focusing on curricular dynamics and dealing with knowledge of sports content. For the inference and interpretation of the data, the Content Analysis technique was used, in which the work steps related to the pre - analysis, exploration of the material and treatment of the results were followed. In this way, it was inferred that, even though the teachers had demonstrated a certain technical capacity related to the treatment of knowledge and to the didactic-methodological process for the teaching of sports, it was noticed, given the problems arising from normalization and school organization, that situation of conformism or adaptation when they show resistance to the proposition of teaching sports from the Progressive perspective in the school unit in which they work. In view of this, it is concluded that: It is a positive way to treat sports content, protagonize the student and his social reality and present a commitment to the scientific organization of knowledge by expanding the dimensions of the content. Therefore, the resistance presented by the teachers, in the implementation of sports teaching from the Progressive Perspective, can be motivated by the technification and precariousness of the teaching work, aligned theoretically from the concept of Physical Education referenced by common sense that establishes the situation of conformism and adaptation to the identified problems. It is, in fact, necessary for Physical Education teachers who work in communities affected by problems of social inequality, which reflect on the social function of Physical Education referenced by the Progressive Perspective, and thus in a teleological way, seek training possibilities that help them to build a pedagogical practice that contributes to the transformation of the students' sociocultural reality.
The present qualitative research, characterized as a “field study”, aims to investigate the dynamics of the teaching process understood by the formative meetings, planning, execution and evaluation of the didactic unit and systematized by the theoretical contributions related to the Educational, Pedagogical and Educational Theory and teaching Physical Education / Sports. To this end, two physical education teachers who work in a public school in the interior of the state of São Paulo and two classes of students enrolled in the same educational institution participated in the research. Data were obtained through semi-structured interviews in the exploratory and fieldwork phases of the research. While reviewing the literature, three theoretical axes were followed: Critical Theory of Society and Critical Behavior, with a focus on ideological influences on the educational system; Historical-Critical pedagogy and the didactic-methodological process, focusing on the Dialectical Method of teaching; Critical-Overcoming theoretical-methodological proposition, focusing on curricular dynamics and dealing with knowledge of sports content. For the inference and interpretation of the data, the Content Analysis technique was used, in which the work steps related to the pre - analysis, exploration of the material and treatment of the results were followed. In this way, it was inferred that, even though the teachers had demonstrated a certain technical capacity related to the treatment of knowledge and to the didactic-methodological process for the teaching of sports, it was noticed, given the problems arising from normalization and school organization, that situation of conformism or adaptation when they show resistance to the proposition of teaching sports from the Progressive perspective in the school unit in which they work. In view of this, it is concluded that: It is a positive way to treat sports content, protagonize the student and his social reality and present a commitment to the scientific organization of knowledge by expanding the dimensions of the content. Therefore, the resistance presented by the teachers, in the implementation of sports teaching from the Progressive Perspective, can be motivated by the technification and precariousness of the teaching work, aligned theoretically from the concept of Physical Education referenced by common sense that establishes the situation of conformism and adaptation to the identified problems. It is, in fact, necessary for Physical Education teachers who work in communities affected by problems of social inequality, which reflect on the social function of Physical Education referenced by the Progressive Perspective, and thus in a teleological way, seek training possibilities that help them to build a pedagogical practice that contributes to the transformation of the students' sociocultural reality.
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Palavras-chave
Educação Física, Ensino dos esportes, Teorias progressistas, Physical Education, Sports teaching, Progressive theories