Rúgbi nas aulas de Educação física escolar: análise de uma proposta de ensino a partir da BNCC
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Data
2020-07-20
Autores
Megale, Tiago de Souza
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Universidade Estadual Paulista (Unesp)
Resumo
As críticas à prevalência do esporte nas aulas de Educação Física se dão principalmente pela forma como esse conteúdo é tratado, enfatizando apenas algumas modalidades, mais conhecidas, e pautado principalmente no ensino das técnicas, com a repetição de exercícios e maior preocupação com o refinamento das habilidades. Esse modo de abordar o esporte privilegia os alunos mais habilidosos, que geralmente são a minoria, resultando em aulas pouco atrativas e que privam os estudantes da diversidade de conhecimentos, além dos gestuais, que podem ser adquiridos através da aprendizagem dos esportes. A Base Nacional Comum Curricular (BNCC), busca orientar a organização desses conhecimentos, propondo competências e habilidades a serem desenvolvidas pelos alunos ao longo da educação básica. O objetivo do presente estudo foi analisar o processo de ensino do Rúgbi para turmas de 5º ano do Ensino Fundamental de uma escola pública do interior do Estado de São Paulo, a partir da BNCC. Trata-se de uma pesquisa de natureza qualitativa, de abordagem aplicada, com referencial teórico na pesquisa-ação. Os instrumentos utilizados na produção dos dados foram o diário de campo, uma sessão de grupo focal e uma avaliação com questões abertas aplicada aos alunos no final da unidade didática. A análise dos dados foi realizada por meio do método de Categorias de Codificação, proposto por Bogdan e Biklen (1994). Os principais resultados apontam que das oito dimensões do conhecimento indicadas pela BNCC para o desenvolvimento das habilidades, cinco foram contempladas - Análise, Compreensão, Reflexão sobre a Ação, Experimentação e Construção de Valores - proporcionando aos alunos conhecimentos relacionados à lógica interna e externa da modalidade; à autonomia para a resolução de problemas e desafios; às regras e ao modo de jogar; e a valores como as questões de gênero, o individualismo, a relação alunos habilidosos versus alunos menos habilidosos e o respeito. Os desafios encontrados para a realização da pesquisa foram a estrutura da quadra, a falta de material no início da unidade didática, o tempo destinado às aulas, o número de alunos nas turmas, os imprevistos que impediram o uso da quadra e interromperam por vezes as aulas e as situações conflituosas. Como possibilidades, destacam-se o uso de vídeos, a estratégia de ensino utilizada (a partir de um jogo conhecido pelos alunos), o material e as particularidades do jogo. A análise realizada apontou para a viabilidade da proposta da BNCC ao sugerir as habilidades que devem ser desenvolvidas durante o ensino dos esportes de invasão, por meio das dimensões do conhecimento Experimentação, Análise e Compreensão. Além dessas, as diversas situações ocorridas durante as aulas forneceram oportunidades de se desenvolver habilidades relacionadas à Construção de Valores e à Reflexão sobre a Ação.
Criticism about sports prevalence in physical education classes mainly occurs because of the way this content is taught, emphasizing only a few modalities, the most popular, and mainly ruled by the teaching of techniques and a bigger concern with the skills refinement. This method of teaching sports privileges the more skilled students, which are usually the minority, resulting in unattractive classes, that deprive the students of the knowledge diversity, beyond the gestural, that might be acquired through sports learning. The Base Nacional Comum Curricular (BNCC), seeks to guide this knowledges organization, proposing skills and abilities to be developed by the students throughout the basic education. The purpose of this study is to analyze the Rugby teaching process to fifth grade students of a public school from the inland of São Paulo state, from BNCC. This is a qualitative, applied approach research, with theoretical framework in action-research. The tools used on data production were the field diary, a focus group session and an open questions test applied to the students at the end of didactic unit. The data analyze was made through the Codification Categories, proposed by Bogdan and Biklen (1994). The main results point that five, from the eight knowledge dimensions indicated by BNCC to the skills development, were contemplated – Analysis, Understanding, Reflection on Action, Experimentation and Values Construction – providing to students knowledges related to the modality internal and external logics; to the autonomy for solving problems and challenges; to the rules and the way of playing; and to values like genre questions, individualism, to the relationship between skilled and less skilled students and to respect. The research challenges were the sports court structure, the lack of material in the didact unit’s very beginning, the class time, the number of students in each class, the unforeseen events that prevented the sports court use and interrupted some of the classes and the conflicting situations. As possibilities, stand out the use of videos, the teaching strategy used (from a game that was known by the students), the material and the peculiarities of the game. The analysis pointed to the BNCC viability when it suggests the skills that must be developed during invasion sports teaching, through the knowledge dimensions Experimentation, Analyze and Understanding. Beyond these ones, the many situations that occurred during classes gave the opportunity to develop skills that are related to Value Construction and Reflection on Action.
Criticism about sports prevalence in physical education classes mainly occurs because of the way this content is taught, emphasizing only a few modalities, the most popular, and mainly ruled by the teaching of techniques and a bigger concern with the skills refinement. This method of teaching sports privileges the more skilled students, which are usually the minority, resulting in unattractive classes, that deprive the students of the knowledge diversity, beyond the gestural, that might be acquired through sports learning. The Base Nacional Comum Curricular (BNCC), seeks to guide this knowledges organization, proposing skills and abilities to be developed by the students throughout the basic education. The purpose of this study is to analyze the Rugby teaching process to fifth grade students of a public school from the inland of São Paulo state, from BNCC. This is a qualitative, applied approach research, with theoretical framework in action-research. The tools used on data production were the field diary, a focus group session and an open questions test applied to the students at the end of didactic unit. The data analyze was made through the Codification Categories, proposed by Bogdan and Biklen (1994). The main results point that five, from the eight knowledge dimensions indicated by BNCC to the skills development, were contemplated – Analysis, Understanding, Reflection on Action, Experimentation and Values Construction – providing to students knowledges related to the modality internal and external logics; to the autonomy for solving problems and challenges; to the rules and the way of playing; and to values like genre questions, individualism, to the relationship between skilled and less skilled students and to respect. The research challenges were the sports court structure, the lack of material in the didact unit’s very beginning, the class time, the number of students in each class, the unforeseen events that prevented the sports court use and interrupted some of the classes and the conflicting situations. As possibilities, stand out the use of videos, the teaching strategy used (from a game that was known by the students), the material and the peculiarities of the game. The analysis pointed to the BNCC viability when it suggests the skills that must be developed during invasion sports teaching, through the knowledge dimensions Experimentation, Analyze and Understanding. Beyond these ones, the many situations that occurred during classes gave the opportunity to develop skills that are related to Value Construction and Reflection on Action.
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Palavras-chave
Educação física (Ensino fundamental), Rúgbi, Ensino, Rugby, Schollar physical education