Mapas conceituais e Educação Física escolar: caminhos para novos recursos didático-pedagógicos
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Data
2020-10-13
Autores
Nativio, Rogério
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Universidade Estadual Paulista (Unesp)
Resumo
Diante das transformações ocorridas dentro da Educação Física escolar pautadas nos novos documentos norteadores e, da sociedade que intensifica as suas relações com a cibercultura, surgem necessidades de buscar novas ferramentas pedagógicas que auxiliem estudantes e professores nesses novos contextos. Algumas pesquisas indicam que os Mapas Conceituais (MC) possuem tais características, já que permitem trabalhar com diversos conceitos, de forma simultânea, respeitando as localidades em que foram apreendidos. Entretanto, existe a necessidade de adaptá-los para os alunos dos anos iniciais do ensino fundamental, a fim de despertar maior interesse na sua utilização. Diante disso, o presente trabalho teve como objetivo desenvolver um jogo pedagógico baseado nos mapas conceituais para esse público, com tecnologia de fácil acesso, que busca auxiliar o processo de ensino e de aprendizagem das habilidades relacionadas às dimensões do conhecimento “análise” e “compreensão” existentes na BNCC para o componente curricular Educação Física. A pesquisa desenvolvida foi de cunho qualitativo e possuiu quatro etapas em sua trajetória metodológica. A primeira apresentou uma revisão sistemática sobre os mapas conceituais como instrumento pedagógico, revisitando as bases de dados; a segunda relata a experiência docente no desenvolvimento de um jogo pedagógico baseado nos mapas conceituais; a terceira trata-se da sistematização desse jogo, bem como a criação de um E-book para divulga-lo enquanto produto educacional; e por fim, a quarta e última etapa, consistiu na aplicação de um questionário direcionado a professores de Educação Física escolar da rede pública de ensino, sobre as potencialidades do jogo educacional em suas práticas após a leitura do E-book. Os resultados obtidos pela revisão sistemática elucidaram pela literatura que, as transformações dos mapas conceituais atreladas a tecnologia e ludicidade podem contribuir para facilitar seu uso nos espaços escolares. A partir disso, a experiência docente com a criação e aplicação de um jogo educacional baseado nos mapas conceituais, desencadeou perspectivas interessantes para o processo de ensino e de aprendizagem dos alunos, essas evidências convergiram para a sistematização desse jogo pedagógico que foi denominado “Ko-nect”. A coleta realizada com os professores sobre a percepção das potencialidades do Ko-nect após a leitura do E-book, mostraram que ele é considerado um jogo viável de aplicação em ambientes educacionais públicos, tanto pelos matérias, quanto pela sua dinâmica, além disso, evidenciou que pode ter um potencial de favorecer o processo de ensino e de aprendizagem em vários aspectos. Como pretensões e sugestões futuras, almeja-se obter a licença Creative Commons (CC) e disponibilizar o jogo no banco internacional de objetos educacionais (BIOE), para que possa ser amplamente utilizado por outros professores.
In view of the transformations that took place within school Physical Education based on the new guiding documents and the society that intensifies its relations with cyberculture, there are needs to seek new pedagogical tools that help students and teachers in these new contexts. Some research indicates that Conceptual Maps (MC) have such characteristics, as they allow working with several concepts, simultaneously, respecting the locations where they were apprehended. However, there is a need to adapt them for students in the early years of elementary school, in order to arouse greater interest in their use. In view of this, the present work aimed to develop a pedagogical game based on conceptual maps for this audience, with easily accessible technology, which seeks to assist the process of teaching and learning skills related to the dimensions of knowledge "analysis" and "understanding” “Existing” at BNCC for the Physical Education curriculum component. The research developed was of a qualitative nature and had four stages in its methodological trajectory. The first presented a systematic review of concept maps as a pedagogical tool, revisiting the databases; the second reports the teaching experience in developing a pedagogical game based on concept maps; the third is the systematization of this game, as well as the creation of an E-book to promote it as an educational product; and finally, the fourth and last stage, consisted of the application of a questionnaire addressed to Physical Education teachers from public schools, about the potential of the educational game in their practices after reading the Ebook. The results obtained by the systematic review have elucidated by the literature that, the transformations of the conceptual maps linked to technology and playfulness can contribute to facilitate their use in school spaces. From this, the teaching experience with the creation and application of an educational game based on concept maps, triggered interesting perspectives for the teaching and learning process of students, this evidence converged to the systematization of this pedagogical game that was called “Ko-nect”. The collection made with the teachers about the perception of the Ko-nect' potential after reading the E-book, showed that it is considered a viable game of application in public educational environments, both for the subjects and for its dynamics, in addition, showed that it may have the potential to favor the teaching and learning process in several aspects. As future pretensions and suggestions, we aim to obtain the Creative Commons license (CC) and make the game available on the international educational objects bank (BIOE), so that it can be widely used by other teachers.
In view of the transformations that took place within school Physical Education based on the new guiding documents and the society that intensifies its relations with cyberculture, there are needs to seek new pedagogical tools that help students and teachers in these new contexts. Some research indicates that Conceptual Maps (MC) have such characteristics, as they allow working with several concepts, simultaneously, respecting the locations where they were apprehended. However, there is a need to adapt them for students in the early years of elementary school, in order to arouse greater interest in their use. In view of this, the present work aimed to develop a pedagogical game based on conceptual maps for this audience, with easily accessible technology, which seeks to assist the process of teaching and learning skills related to the dimensions of knowledge "analysis" and "understanding” “Existing” at BNCC for the Physical Education curriculum component. The research developed was of a qualitative nature and had four stages in its methodological trajectory. The first presented a systematic review of concept maps as a pedagogical tool, revisiting the databases; the second reports the teaching experience in developing a pedagogical game based on concept maps; the third is the systematization of this game, as well as the creation of an E-book to promote it as an educational product; and finally, the fourth and last stage, consisted of the application of a questionnaire addressed to Physical Education teachers from public schools, about the potential of the educational game in their practices after reading the Ebook. The results obtained by the systematic review have elucidated by the literature that, the transformations of the conceptual maps linked to technology and playfulness can contribute to facilitate their use in school spaces. From this, the teaching experience with the creation and application of an educational game based on concept maps, triggered interesting perspectives for the teaching and learning process of students, this evidence converged to the systematization of this pedagogical game that was called “Ko-nect”. The collection made with the teachers about the perception of the Ko-nect' potential after reading the E-book, showed that it is considered a viable game of application in public educational environments, both for the subjects and for its dynamics, in addition, showed that it may have the potential to favor the teaching and learning process in several aspects. As future pretensions and suggestions, we aim to obtain the Creative Commons license (CC) and make the game available on the international educational objects bank (BIOE), so that it can be widely used by other teachers.
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Habilidades cognitivas, Jogo tecnológico, Ensino Fundamental público, Cmaptool, Cognitive skills, Technological game, Public Elementary School