A perspectiva dos(as) estudantes sobre a não participação nas aulas de educação física
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2020-05-29
Autores
Godoi, Ana Laura Bereta de
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Universidade Estadual Paulista (Unesp)
Resumo
As aulas de Educação Física, na escola, devem se constituir como um espaço de aprendizado e atender às necessidades educativas de todas as pessoas envolvidas no processo de ensino e aprendizagem. Mas, infelizmente, o que temos observado é que os(as) estudantes têm deixado de participar das aulas desse componente cada vez mais cedo. Partindo dessa problemática, fizemos a seguinte pergunta: por que os(as) estudantes deixam de participar das aulas de Educação Física no Ensino Fundamental anos finais? Com essa indagação, a presente pesquisa teve como objetivo identificar quais são os motivos que levam o(a) estudante a não participação das aulas do componente curricular Educação Física. A pesquisa de abordagem qualitativa se orientou pelo método descritivo. O público participante são estudantes de 6.º ao 9.º ano de quatro escolas estaduais do interior paulista. Para o levantamento de dados foram utilizados três instrumentos: questionário, observações sistemáticas anotadas em diário de campo e entrevista. Os dados foram analisados seguindo o referencial teórico de categorias temáticas proposto por Gomes (2002), pelo qual emergiram três categorias: Dispositivos eletrônicos e sedentarismo – revelou um alto índice do uso dos celulares e fones de ouvido durante as aulas, bem como o uso de dispositivos eletrônicos até altas horas da madrugada nas residências; Gênero – apontou que a não participação das meninas é maior e os motivos são inúmeros (inabilidade, exposição dos corpos, desvalorização, chacotas, etc.) e Práticas pedagógicas e conteúdos – evidenciou que conteúdos repetitivos, falta de planejamento, postura do(a) professor(a) e aulas livres são, muitas vezes, motivos que levam a não participação. São várias as oportunidades que temos para diminuir e superar a não participação e compreendemos que isso é algo complexo e demanda uma força de vontade de várias instituições sociais. Consideramos que esta investigação foi significativa por permitir (re)pensar o papel da Educação Física na escola e esperamos que ela incentive a comunidade escolar a discutir e buscar estratégias para o enfrentamento dessa problemática, bem como instigar a realização de novos estudos relacionadas ao tema. Palavras-chave: Sedentarismo. Dispositivos eletrônicos. Gênero. Conteúdo. Prática pedagógica.
Physical Education classes at school must be a learning space and meet the educational needs of all people involved in the teaching and learning process. But, unfortunately, what we have observed is that students have stopped participating in the classes of this component earlier and earlier. Based on this problem, we asked the following question: why do students stop participating in Physical Education classes in elementary school? With this question, the present research aimed to identify the reasons that lead the student to not participate in the Physical Education curricular component classes. The research with a qualitative approach was guided by the descriptive method. The participating public is students from the 6th to the 9th years of four state schools in the interior of São Paulo. For data collection, three instruments were used: questionnaire, systematic observations noted in a field diary and interview. The data were analyzed according to the theoretical framework of thematic categories proposed by Gomes (2002), by which three categories emerged: Sedentary lifestyle and electronic devices - revealed a high rate of the use of cell phones and headphones during classes, as well as the use of electronic devices until the wee hours of the morning in homes; Gender - pointed out that girls' non-participation is greater and the reasons are innumerable (inability, exposure of bodies, devaluation, teasing, etc.) and Pedagogical practices and content - showed that repetitive content, lack of planning, the teacher's posture free classes are often reasons that lead to non-participation. There are several opportunities that we have to reduce and overcome non-participation and we understand that this is something complex and requires the will of several social institutions. We believe that this investigation was significant because it allowed (re) thinking about the role of Physical Education in school and we hope that it will encourage the school community to discuss and seek strategies to face this problem, as well as instigate the realization of new studies related to the theme
Physical Education classes at school must be a learning space and meet the educational needs of all people involved in the teaching and learning process. But, unfortunately, what we have observed is that students have stopped participating in the classes of this component earlier and earlier. Based on this problem, we asked the following question: why do students stop participating in Physical Education classes in elementary school? With this question, the present research aimed to identify the reasons that lead the student to not participate in the Physical Education curricular component classes. The research with a qualitative approach was guided by the descriptive method. The participating public is students from the 6th to the 9th years of four state schools in the interior of São Paulo. For data collection, three instruments were used: questionnaire, systematic observations noted in a field diary and interview. The data were analyzed according to the theoretical framework of thematic categories proposed by Gomes (2002), by which three categories emerged: Sedentary lifestyle and electronic devices - revealed a high rate of the use of cell phones and headphones during classes, as well as the use of electronic devices until the wee hours of the morning in homes; Gender - pointed out that girls' non-participation is greater and the reasons are innumerable (inability, exposure of bodies, devaluation, teasing, etc.) and Pedagogical practices and content - showed that repetitive content, lack of planning, the teacher's posture free classes are often reasons that lead to non-participation. There are several opportunities that we have to reduce and overcome non-participation and we understand that this is something complex and requires the will of several social institutions. We believe that this investigation was significant because it allowed (re) thinking about the role of Physical Education in school and we hope that it will encourage the school community to discuss and seek strategies to face this problem, as well as instigate the realization of new studies related to the theme
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Palavras-chave
Sedentarismo, Dispositivos eletrônicos, Gênero, Conteúdo, Prática pedagógica, Sedentary lifestyle, Electronic devices, Genre, Content, Pedagogical practice