Planejamento participativo em educação física escolar nos anos iniciais do ensino fundamental: possibilidades e desafios
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Data
2020-10-15
Autores
Matias-Andriatti, Rosangela Aparecida
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação é oriunda das inquietações empíricas vividas no processo de escolarização desde a infância, com ênfase nas estratégias de ensino centrada no(a) professor(a), e aprendizagem focada no(a) estudante. O interior da escola, local que factualmente pulsam as situações reais da prática docente, requer a conscientização de que ensinar não é transferir conhecimento, mas criar possibilidades para a sua própria produção ou a sua construção com situações que se constroem nas/das situações vividas cotidianamente. O objetivo é descrever as implicações do planejamento participativo como estratégia de ensino e aprendizagem na perspectiva da docente e de estudantes do quarto ano do ensino fundamental. Esta pesquisa, de natureza qualitativa, com a metodologia da pesquisa participante, foi realizada em uma escola pública na cidade de Suzano-SP. Os instrumentos utilizados para a coleta e análise dos dados foram o diário de bordo e os grupos focais. E com a premissa de um trabalho colaborativo e democrático entre professora/pesquisadora e estudantes na escolha e organização dos conteúdos/temas, foi proposta a estratégia do planejamento participativo. No decorrer do processo de construção do planejamento participativo, o grupo que tratou do tema esporte elegeu o futebol americano. Nesse contexto dialógico surgiu o flagbol (uma variação do futebol americano) como bloco temático a ser estudado. A sequência didática com o flagbol foi organizada com os Quatro Blocos de Conteúdos Temáticos. A especificidade da Educação Física escolar está na convergência, na integração e na interrelação dos blocos de conteúdos temáticos com as dinâmicas da cultura, movimento, corpo e ambiente. Trata-se de uma proposta flexível, não se constituindo como única possibilidade, intencionalmente, para que cada professor e professora junto com sua turma possam construir outras propostas. O planejamento participativo como estratégia tratou de uma realidade concreta possibilitando a corresponsabilidade dos autores e autoras no processo de ensinar e aprender e a valorização de seus saberes horizontalmente dialogados, rompendo com a lógica tradicionalmente atribuída na escola aos estudantes (como aqueles que aprendem) e professores(as) (os que ensinam).
This dissertation comes from the empirical concerns experienced in the process of schooling since the early stages of life, with emphasis on teaching strategies centered on the teacher, and learning focused on the student. The interior of the school, where factually the real situations of teaching practice pulse, requires the awareness that teaching is not only transferring knowledge, but also creating possibilities for their own production or construction,with situations that are built in/of situations experienced daily. The goal is to describe the implications of participatory planning as teaching and learning strategy from the perspective of the teacher and students of the fourth year of Elementary school. This qualitative research with the participatory research methodology, was carried out in a public school in the city of Suzano-SP. The instruments used for data collection and analysis were the logbook and focal groups. And with the premise of collaborative and democratic work between teacher / researcher and students in choosing and organizing contents / themes, the participative planning strategy was proposed. During the process of the construction of the participative planning, the group that dealt with the sport theme chose American football. In this dialogical context, flagbol (a variation of American football) emerged as a thematic block to be studied. The didactic sequence with flagbol was organized with the Four Blocks of Thematic Content. The specificity of School Physical Education is in convergence, in the integration and interrelation of thematic content blocks with the dynamics of culture, movement, body and environment. It is about a flexible proposal, not being the only possibility, intentionally, for that each teacher together with their class can build other proposals. Participatory planning as a strategy addressed a concrete reality enabling the coresponsibility of the authors in the process of teaching and learning and valuing their knowledge horizontally related, breaking with the logic traditionally attributed at school to students (like those who learn) and teachers (those who teach).
This dissertation comes from the empirical concerns experienced in the process of schooling since the early stages of life, with emphasis on teaching strategies centered on the teacher, and learning focused on the student. The interior of the school, where factually the real situations of teaching practice pulse, requires the awareness that teaching is not only transferring knowledge, but also creating possibilities for their own production or construction,with situations that are built in/of situations experienced daily. The goal is to describe the implications of participatory planning as teaching and learning strategy from the perspective of the teacher and students of the fourth year of Elementary school. This qualitative research with the participatory research methodology, was carried out in a public school in the city of Suzano-SP. The instruments used for data collection and analysis were the logbook and focal groups. And with the premise of collaborative and democratic work between teacher / researcher and students in choosing and organizing contents / themes, the participative planning strategy was proposed. During the process of the construction of the participative planning, the group that dealt with the sport theme chose American football. In this dialogical context, flagbol (a variation of American football) emerged as a thematic block to be studied. The didactic sequence with flagbol was organized with the Four Blocks of Thematic Content. The specificity of School Physical Education is in convergence, in the integration and interrelation of thematic content blocks with the dynamics of culture, movement, body and environment. It is about a flexible proposal, not being the only possibility, intentionally, for that each teacher together with their class can build other proposals. Participatory planning as a strategy addressed a concrete reality enabling the coresponsibility of the authors in the process of teaching and learning and valuing their knowledge horizontally related, breaking with the logic traditionally attributed at school to students (like those who learn) and teachers (those who teach).
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Palavras-chave
Educação física escolar, Planejamento participativo, Ensino e aprendizagem, Corresponsabilidade, School physical education, Participatory planning, Teaching and learning, Co-responsibility