Educação Física no Ensino Fundamental: os jogos e brincadeiras como proposta pedagógica para os anos finais
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Data
2020-07-24
Autores
Campos, Valeria
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Universidade Estadual Paulista (Unesp)
Resumo
A Educação Física é um componente curricular obrigatório da Educação Básica e apreciada por uma boa parte dos estudantes. Entretanto, é possível observar uma diminuição gradativa dessa preferência pelos alunos com o avançar da escolaridade, principalmente nos anos finais do Ensino Fundamental, levando a uma parcela significativa de alunos ao afastamento das aulas. Nesse sentido, este trabalho tem como objetivo geral: elaborar, aplicar e avaliar uma intervenção pedagógica baseada no conteúdo jogos e brincadeiras nas aulas de Educação Física, por um bimestre, nos anos finais do Ensino Fundamental. A referida proposta foi aplicada em duas escolas municipais, sendo uma na zona urbana e outra na zona rural da cidade de Juiz de Fora, estado de Minas Gerais, a fim de aumentar o interesse e a participação dos estudantes nas aulas. O público-alvo desta pesquisa foram todos os estudantes dos 8º e 9º anos, de ambos os sexos, das duas escolas investigadas, num total de 5 turmas com 90 estudantes. A proposta de intervenção foi organizada em três etapas: a primeira consistiu na apresentação dos conteúdos, a segunda na aplicação da intervenção pedagógica e a terceira no feedback dos alunos (grupo focal). De acordo com os dados do estudo, foi possível verificar que o planejamento de ensino foi adequado à idade e à realização desse planejamento de forma coletiva, em especial na escola 1, que contribuiu para a participação dos alunos nas aulas. As falhas na infraestrutura e escassez de material pedagógico não interferiram de forma significativa na adesão dos alunos nas aulas da escola 1. Nota-se que questões referentes às relações de hierarquização de gênero ainda persistem nas aulas mesmo com um conteúdo diversificado, mas não foram suficientes para mitigar o interesse dos alunos em ambas escolas investigadas. Percebe-se que tanto os alunos da escola 1 como os alunos da escola 2 aumentaram sua motivação e participação a partir das aulas da intervenção, porém a motivação dos alunos da escola 1 se apresentou de forma mais intensa. Verifica-se melhorias na relação professor-aluno e também nas interações entre os alunos, tanto na escola 1 como na escola 2. Nessa direção, abordar esses conteúdos nas aulas de Educação Física podem contribuir para amenizar o desinteresse dos alunos pelas aulas de Educação Física, o que ainda é uma realidade no contexto escolar.
Physical Education is a mandatory curricular component of Basic Education and is appreciated by a good part of students. However, it is possibilite to observe a gradual decrease in this preference for students with the advance of schooling, especially in the final grades of Junior High School, leading to a significant portion of students to withdraw from classes. Therefore, this work has the general objective of elaborating, applying and evaluating a pedagogical intervention based on the content of games and activities in Physical Education classes, for a two-month period, in the final grades of Junior High School. This proposal was applied in two municipal schools, one in the urban area and the other in the rural area of the city of Juiz de Fora in Minas Gerais state, in order to increase the interest and participation of students in classes. The target audience of this research was all students, from the 8th and 9th years, both genders, from the two schools investigated, in a total of five classes with ninety students. The proposal intervention was organized in three stages. The first stage consisted of the presentation of the contents, the second one was the application of pedagogical intervention and the third stage was the student feedback (focus group). According to the data from the study, it was possible to verify that the teaching plan was age-appropriated and the group realization of this project, especially in school one, contributed to the students participation to the classes. The infrastructure failures and the lack of pedagogical material did not significantly interfere in the students' adhesion to the classes at school 1. It is realized that issues regarding gender hierarchical relations still persist in diversified content classes, but they were not enough to mitigate student’s interest in both investigated schools. It is noticed that the students from school 1 and students from school 2 increased their motivation and participation in the intervention classes, yet, the motivation of students from school 1 was more intense. It is confirmed improvements not only in the teacher-student relationship but also in the interactions among students, in both schools. Thus, addressing these contents in Physical Education classes may contribute to soften students' lack of interest in Physical Education classes, which is still a reality in the school context.
Physical Education is a mandatory curricular component of Basic Education and is appreciated by a good part of students. However, it is possibilite to observe a gradual decrease in this preference for students with the advance of schooling, especially in the final grades of Junior High School, leading to a significant portion of students to withdraw from classes. Therefore, this work has the general objective of elaborating, applying and evaluating a pedagogical intervention based on the content of games and activities in Physical Education classes, for a two-month period, in the final grades of Junior High School. This proposal was applied in two municipal schools, one in the urban area and the other in the rural area of the city of Juiz de Fora in Minas Gerais state, in order to increase the interest and participation of students in classes. The target audience of this research was all students, from the 8th and 9th years, both genders, from the two schools investigated, in a total of five classes with ninety students. The proposal intervention was organized in three stages. The first stage consisted of the presentation of the contents, the second one was the application of pedagogical intervention and the third stage was the student feedback (focus group). According to the data from the study, it was possible to verify that the teaching plan was age-appropriated and the group realization of this project, especially in school one, contributed to the students participation to the classes. The infrastructure failures and the lack of pedagogical material did not significantly interfere in the students' adhesion to the classes at school 1. It is realized that issues regarding gender hierarchical relations still persist in diversified content classes, but they were not enough to mitigate student’s interest in both investigated schools. It is noticed that the students from school 1 and students from school 2 increased their motivation and participation in the intervention classes, yet, the motivation of students from school 1 was more intense. It is confirmed improvements not only in the teacher-student relationship but also in the interactions among students, in both schools. Thus, addressing these contents in Physical Education classes may contribute to soften students' lack of interest in Physical Education classes, which is still a reality in the school context.
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Palavras-chave
Educação Física, Ensino Fundamental, Jogos e brincadeiras, Physical Education, Junior High School, Games and activities