Esportes não convencionais na escola: uma proposta de sistematização para os anos finais do Ensino Fundamental
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Data
2020-07-27
Autores
Silva, Sabrina Miguel da
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Universidade Estadual Paulista (Unesp)
Resumo
Considerando o Esporte como manifestação da cultura corporal, presente no cotidiano da população e indubitavelmente como um fenômeno de grande expressão na sociedade contemporânea, além de apresentar-se com notoriedade na mídia, faz-se necessário refletir sobre sua abordagem nas aulas de Educação Física na escola. O esporte orientou e ainda orienta a prática profissional de muitos professores de Educação Física na escola, guiado especialmente pelo “quarteto fantástico” (futsal, basquetebol, handebol e voleibol). Sugere-se nesse estudo a necessidade de abordá-lo de maneira integral e pedagogicamente incluindo todos os estudantes, além disso, recomenda-se abordar os mais diversos esportes e não se limitar apenas a esses quatro. Sendo assim, o estudo analisa o processo de implementação de novas possibilidades pedagógicas de Esportes não convencionais no ambiente escolar para alunos dos anos finais do Ensino Fundamental. Escolheu-se as seguintes modalidades olímpicas para compor o estudo: badminton, rugby e nado artístico. Levou-se em consideração ainda, o conteúdo em conformidade com a Base Nacional Comum Curricular, documento norteador do professorado em todo território nacional. A metodologia elencada para o desenrolar desse trabalho foi a qualitativa, utilizou-se como método a pesquisa participante e como técnica para a coleta de dados a observação participante. Os dados coletados foram transcritos, revistos e aglutinados a partir da análise de categorias de codificação simples. Os resultados encontrados com a implementação dessas unidades didáticas mostraram-se positivos, houve grande interesse e participação dos alunos, eles aprenderam conceitos, procedimentos e atitudes referentes as modalidades desenvolvidas e puderam associá-las a outros conteúdos estudados baseando-se na lógica interna dos esportes. Dessa forma, acredita-se que os esportes não convencionais são possíveis e devem ser desenvolvidos na escola. Destaca-se que a implementação dessas práticas inovadoras agrega novos conhecimentos ao estudante e contribuem para o processo de legitimação da Educação Física escolar, além disso, a sequência didática produzida na pesquisa poderá auxiliar outros profissionais da área na implementação desse conteúdo na escola.
Considering Sport as a manifestation of body culture, present in the daily life of the population and undoubtedly a phenomenon of great expression in contemporary society, in addition to presenting itself with notoriety in the media, it is necessary to reflect on its approach in Physical Education classes in school. The sport guided and still guides the professional practice of many Physical Education teachers at school, guided especially by the “fantastic quartet” (futsal, basketball, handball and volleyball). It is suggested in this study the need to approach it comprehensively and pedagogically including all students, in addition, it is recommended to address the most diverse sports and not be limited to these four. Thus, the study analyzes the process of implementing new pedagogical possibilities for unconventional sports in the school environment for students in the final years of elementary school. The following Olympic modalities were chosen to compose the study: badminton, rugby and artistic swimming. It was also taken into consideration, the content in accordance with the Common National Base Curricular, guiding document of the professors throughout the national territory. The methodology listed for the development of this work was qualitative, participatory research was used as a method and participant observation as a technique for data collection. The collected data were transcribed, reviewed and combined from the analysis of simple coding categories. The results found with the implementation of these teaching units proved to be positive, there was great interest and student participation, they learned concepts, procedures and attitudes regarding the modalities developed and were able to associate them with other studied contents based on the internal logic of the sports. Thus, it is believed that unconventional sports are possible and should be developed at school. It is noteworthy that the implementation of these innovative practices adds new knowledge to the student and contributes to the process of legitimizing Physical Education at school, in addition, the didactic sequence produced in the research may assist other professionals in the area in the implementation of this content at school.
Considering Sport as a manifestation of body culture, present in the daily life of the population and undoubtedly a phenomenon of great expression in contemporary society, in addition to presenting itself with notoriety in the media, it is necessary to reflect on its approach in Physical Education classes in school. The sport guided and still guides the professional practice of many Physical Education teachers at school, guided especially by the “fantastic quartet” (futsal, basketball, handball and volleyball). It is suggested in this study the need to approach it comprehensively and pedagogically including all students, in addition, it is recommended to address the most diverse sports and not be limited to these four. Thus, the study analyzes the process of implementing new pedagogical possibilities for unconventional sports in the school environment for students in the final years of elementary school. The following Olympic modalities were chosen to compose the study: badminton, rugby and artistic swimming. It was also taken into consideration, the content in accordance with the Common National Base Curricular, guiding document of the professors throughout the national territory. The methodology listed for the development of this work was qualitative, participatory research was used as a method and participant observation as a technique for data collection. The collected data were transcribed, reviewed and combined from the analysis of simple coding categories. The results found with the implementation of these teaching units proved to be positive, there was great interest and student participation, they learned concepts, procedures and attitudes regarding the modalities developed and were able to associate them with other studied contents based on the internal logic of the sports. Thus, it is believed that unconventional sports are possible and should be developed at school. It is noteworthy that the implementation of these innovative practices adds new knowledge to the student and contributes to the process of legitimizing Physical Education at school, in addition, the didactic sequence produced in the research may assist other professionals in the area in the implementation of this content at school.
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Palavras-chave
Educação física escolar, Esportes, Esportes não convencionais, School physical education, Sports, Unconventional sports