O conceito de socialização e a educação física: um estudo piagetiano
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2020-10-05
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Universidade Estadual Paulista (Unesp)
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Propõe-se neste estudo, com base na perspectiva piagetiana, investigar, analisar e refletir a respeito da compreensão dos professores de Educação Física sobre o conceito de socialização. Embora trate-se de um conceito muito utilizado pela área, vemos alguns equívocos em relação a compreensão de sua epistemologia por parte dos professores, refletidos no trabalho junto aos alunos. A análise histórica da Educação Física evidencia que as tendências de ensino e metodologias por ela incorporadas refletem em suas práticas uma estrutura de sujeição e passividade do aluno em relação à construção dos conhecimentos e no desenvolvimento de sua motricidade, o que compromete a construção de sua autonomia. Essa maneira de compreender a aquisição do conhecimento tem suas bases no empirismo e/ou apriorismo, além das influências do paradigma cartesiano (dualista) do homem incorporadas pelo percurso histórico da Educação Física que, em linhas gerais, reduzem as relações do sujeito com o conhecimento a um processo de mera transmissão. Nessa conjectura, equivocadamente, cristalizou-se a ideia de que os conteúdos da Educação Física, como os jogos, as lutas, a ginástica, os esportes, quando praticados nas aulas pelas crianças, como tal qual um passe de mágica, “imprimiriam” valores e conhecimentos e garantiriam alunos socializados. A Epistemologia Genética amplia nosso olhar sobre a maneira de compreender o processo de socialização uma vez que melhor explica a construção das estruturas cognitivas que possibilitam ao sujeito a capacidade de descentrar-se e cooperar reciprocamente, sendo capaz portanto, de emancipar-se tanto no campo social como no desenvolvimento intelectual. Esse processo evidencia um sujeito ativo na construção e recriação do conhecimento e dos sentimentos morais, essenciais para sua aprendizagem. Nesse sentido, para atingir o objetivo do estudo, realizamos uma pesquisa empírica, tendo como delineamento o estudo de casos múltiplos. Os sujeitos da pesquisa foram professores de Educação Física que lecionam nas séries iniciais da Educação Básica em escolas com modelos educacionais contrastantes, sendo eles a Educação Tradicional (convencional) e a Educação Democrática. Todos os sujeitos foram submetidos a dois momentos distintos: no primeiro, observamos o trabalho dos professores junto às crianças e no segundo, realizamos uma entrevista clínica “semiestruturada”. Os resultados permitiram observar que o conceito de socialização sob a ótica da Epistemologia Genética não é compreendido em sua totalidade pelos sujeitos observados, sobretudo por aqueles que atuam em escolas com modelo Tradicional. Percebemos que a ausência de tomada de consciência destes entre o conceito e a prática interfere em sua ação pedagógica e dificulta a justificativa de suas práticas com os alunos. Em contrapartida, verificamos que o educador do modelo de Educação Democrática caminha ao encontro dos pressupostos teóricos piagetianos, embora sua compreensão do conceito de socialização ainda seja inconsistente do ponto de vista teórico. Destarte, para além de pensar o conceito de socialização sob a luz da teoria da Epistemologia Genética, estima-se que este estudo contribua para futuras reflexões sobre o trabalho da Educação Física junto aos alunos, tendo como possibilidade a pesquisa educacional e pedagógica no contexto das escolas democráticas.
This study proposes, based on the Piagetian perspective, to investigate, analyze and think over the understanding of Physical Education teachers about the concept of socialization. Although it is a concept widely used by the area, we see some misconceptions regarding the understanding of its epistemology by teachers, mirrored in the work with students. The historical analysis of Physical Education shows that the teaching trends and methodologies incorporated by it reflect on their practices a structure of subjection and passivity of the student in relation to the construction of knowledge and the development of their motor skills, which compromises the construction of their autonomy. This way of understanding the acquisition of knowledge is based on empiricism and / or apriorism, in addition to the influences of the Cartesian (dualistic) paradigm of man incorporated by the historical path of Physical Education that, in general, reduce the subject's relation with knowledge to a process of mere transmission. In this conjecture, mistakenly, it was crystallized the idea that the contents of Physical Education, such as games, fights, gymnastics, sports, when practiced in class by children, as if by magic, “impress” values and knowledge and would guarantee socialized students. Genetic Epistemology broadens our view on how to understand the socialization process since it better explains the construction of cognitive structures that enable the subject to be able to decentralize and cooperate with each other, being able, therefore, to emancipate themselves not only in the social area but also the intellectual development. This process highlights an active subject in the construction and recreation of knowledge and moral feelings, essential for their learning. In this sense, to achieve the objective of the study, we conducted an empirical research, with the study of multiple cases as an outline. The research subjects were Physical Education teachers who teach in the initial series of Basic Education in schools with contrasting educational models, as well as Traditional Education (conventional) and Democratic Education. All subjects were submitted to two distinct moments: in the first one, we observed the work of the teachers with the children and in the second one; we conducted a “semi-structured” clinical interview. The results showed that the concept of socialization from the perspective of Genetic Epistemology is not fully understood by the subjects observed, especially by those who work in schools with a traditional model. We realized that their lack of awareness between the concept and the practice interferes with their pedagogical action and makes it difficult to justify their practices with the students. On the other hand, we verified that the educator from the Democratic Education model is aligned with Piaget's theoretical assumptions, although his understanding of the concept of socialization is still inconsistent from the theoretical point of view. Thus, in addition to reflecting on the concept of socialization in the light of the theory of Genetic Epistemology, it is estimated that this study contributes to future thoughts on the work of Physical Education with students, with the possibility of educational and pedagogical research in the context of democratic schools.
This study proposes, based on the Piagetian perspective, to investigate, analyze and think over the understanding of Physical Education teachers about the concept of socialization. Although it is a concept widely used by the area, we see some misconceptions regarding the understanding of its epistemology by teachers, mirrored in the work with students. The historical analysis of Physical Education shows that the teaching trends and methodologies incorporated by it reflect on their practices a structure of subjection and passivity of the student in relation to the construction of knowledge and the development of their motor skills, which compromises the construction of their autonomy. This way of understanding the acquisition of knowledge is based on empiricism and / or apriorism, in addition to the influences of the Cartesian (dualistic) paradigm of man incorporated by the historical path of Physical Education that, in general, reduce the subject's relation with knowledge to a process of mere transmission. In this conjecture, mistakenly, it was crystallized the idea that the contents of Physical Education, such as games, fights, gymnastics, sports, when practiced in class by children, as if by magic, “impress” values and knowledge and would guarantee socialized students. Genetic Epistemology broadens our view on how to understand the socialization process since it better explains the construction of cognitive structures that enable the subject to be able to decentralize and cooperate with each other, being able, therefore, to emancipate themselves not only in the social area but also the intellectual development. This process highlights an active subject in the construction and recreation of knowledge and moral feelings, essential for their learning. In this sense, to achieve the objective of the study, we conducted an empirical research, with the study of multiple cases as an outline. The research subjects were Physical Education teachers who teach in the initial series of Basic Education in schools with contrasting educational models, as well as Traditional Education (conventional) and Democratic Education. All subjects were submitted to two distinct moments: in the first one, we observed the work of the teachers with the children and in the second one; we conducted a “semi-structured” clinical interview. The results showed that the concept of socialization from the perspective of Genetic Epistemology is not fully understood by the subjects observed, especially by those who work in schools with a traditional model. We realized that their lack of awareness between the concept and the practice interferes with their pedagogical action and makes it difficult to justify their practices with the students. On the other hand, we verified that the educator from the Democratic Education model is aligned with Piaget's theoretical assumptions, although his understanding of the concept of socialization is still inconsistent from the theoretical point of view. Thus, in addition to reflecting on the concept of socialization in the light of the theory of Genetic Epistemology, it is estimated that this study contributes to future thoughts on the work of Physical Education with students, with the possibility of educational and pedagogical research in the context of democratic schools.
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Socialização, Educação física, Epistemologia genética, Socialization, Physical education, Genetic epistemology