Projetos de trabalho inspirados na perspectiva crítico-emancipatória: autonomia dos alunos nas aulas de educação física
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Data
2021-02-25
Autores
Mandolini, Ana Claudia Moura
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O reconhecimento da escola como uma instituição viva e que dialoga com seu tempo, portanto histórica, estabelece a demanda por relações sempre em movimento. Isso aponta para um aprendizado dinâmico, envolto numa realidade, e que possa contribuir para que os alunos se conectem com a vida em sala de aula e com o mundo, compreendendo os determinantes de sua condição, mas igualmente a apropriação de conhecimentos que os permitam transformar a sociedade. Ancorada nesses apontamentos, a expectativa do presente estudo caminhou na direção de visualizar que os projetos de trabalho, ao proporem uma organização pedagógica na qual os alunos são levados a buscarem diferentes formas de manipularem e organizarem as informações, e a perspectiva crítico-emancipatória, que demanda uma didática comunicativa e um olhar para além do movimento pelo movimento, poderiam criar possibilidades didático-pedagógicas junto às aulas de Educação Física afim de contribuírem para o desenvolvimento da autonomia dos alunos. Nesse sentido, o objetivo desta pesquisa foi analisar os desdobramentos de um processo de ensino de Educação Física inspirado pela perspectiva crítico-emancipatória, pela concepção aberta de ensino e pelos projetos de trabalho para o desenvolvimento da autonomia dos alunos. A presente investigação se orientou pela abordagem qualitativa, tendo assento na bricolagem. A professora de Educação Física da turma também cumpriu o papel de pesquisadora deste estudo. Os participantes do estudo envolveram 17 alunos com idades entre 10 e 12 anos, de uma turma de 5º ano do Ensino Fundamental de uma escola pública municipal do interior de São Paulo. Os dados foram coletados por meio de diários de aula, rodas de conversa e questionário. Ao abrir espaço para que os alunos pudessem escolher, planejar, criar, desenvolver projetos de trabalho em aula, foram viabilizados caminhos em busca de ações democráticas que contribuíram para instigar a curiosidade e para encorajar o questionamento, o debate e a capacidade de inconformação, indignação. O desenvolvimento das aulas de Educação Física através dos projetos de trabalho, orientados por uma perspectiva crítico-emancipatória e pela concepção aberta de ensino, requer importantes ajustes que vão desde o percurso didático e ação docente até a construção de uma dinâmica de coparticipação entre todo o grupo. Nesse sentido, apontamos como resultado a importância da coparticipação na seleção de conteúdos e no planejamento das aulas, a empatia, o diálogo e a responsabilidade como elementos em prol da construção da autonomia dos estudantes. Assim, concluímos, de um modo geral, que a prática pedagógica construída evidenciou campos de interesse dos estudantes, abrindo espaços para um estreitamento de vínculo com suas próprias aprendizagens e a partilha com o outro. Elementos estes que potencializaram a coparticipação na seleção de conteúdos e no planejamento das aulas, mobilizando o desenvolvimento da autonomia.
The school’s understanding as a living institution that dialogues with its time, therefore historical, establishes the demand for relationships that are always in motion. This points to a dynamic learning, wrapped in a reality, and that can contribute for the students to connect with life in the classroom and with the world, understanding the own condition, but also the knowledge appropriation that allows them to transform the society. Anchored in these notes, the expectation of this study has moved in the direction of visualizing that work projects, by proposing a pedagogical organization in which students are led to seek different ways of manipulating and organizing information, and the critical-emancipatory perspective, which it demands a communicative didactic and a look beyond the movement for the movement, they could create didactic-pedagogical possibilities next to the Physical Education classes in order to contribute to the development of the students' autonomy.Therefore, this research objective was to analyze the unfolding of a Physical Education teaching process inspired by the critical-emancipatory perspective, by the open conception of teaching and by the work projects for the development of the students' autonomy. The present investigation was based on the qualitative approach, with the bricoleurs methodology. The Physical Education teacher in the class also fulfilled the role of researcher in this study. The study participants involved 17 students aged between 10 and 12 years old, from a class of 5th grade of elementary school in a municipal public school in the inner of São Paulo State. Data were collected through class diaries, conversation circles and a questionnaire. By opening space for students to choose, plan, create, develop classroom work projects, paths were taken in the search for democratic actions that would contribute to arouse curiosity and stimulate questioning, discussion and the capacity for indignation. The development of Physical Education classes through work projects, based by a critical-emancipatory perspective and by the free teaching conception of, requires important adjustments ranging from the didactic trajectory and teaching action to the construction of a dynamic of co-participation among all the group.Therefore, we point out as a result the importance of co-participation in content selection and lesson planning, empathy, dialogue and responsibility as elements in favor of building students' autonomy. Thus, we conclude, in general, that the pedagogical practice built evidenced fields of interest to students, opening spaces for a closer bond with their own learning and sharing with others. These elements have enhanced co-participation in content selection and lesson planning, mobilizing the autonomy development.
The school’s understanding as a living institution that dialogues with its time, therefore historical, establishes the demand for relationships that are always in motion. This points to a dynamic learning, wrapped in a reality, and that can contribute for the students to connect with life in the classroom and with the world, understanding the own condition, but also the knowledge appropriation that allows them to transform the society. Anchored in these notes, the expectation of this study has moved in the direction of visualizing that work projects, by proposing a pedagogical organization in which students are led to seek different ways of manipulating and organizing information, and the critical-emancipatory perspective, which it demands a communicative didactic and a look beyond the movement for the movement, they could create didactic-pedagogical possibilities next to the Physical Education classes in order to contribute to the development of the students' autonomy.Therefore, this research objective was to analyze the unfolding of a Physical Education teaching process inspired by the critical-emancipatory perspective, by the open conception of teaching and by the work projects for the development of the students' autonomy. The present investigation was based on the qualitative approach, with the bricoleurs methodology. The Physical Education teacher in the class also fulfilled the role of researcher in this study. The study participants involved 17 students aged between 10 and 12 years old, from a class of 5th grade of elementary school in a municipal public school in the inner of São Paulo State. Data were collected through class diaries, conversation circles and a questionnaire. By opening space for students to choose, plan, create, develop classroom work projects, paths were taken in the search for democratic actions that would contribute to arouse curiosity and stimulate questioning, discussion and the capacity for indignation. The development of Physical Education classes through work projects, based by a critical-emancipatory perspective and by the free teaching conception of, requires important adjustments ranging from the didactic trajectory and teaching action to the construction of a dynamic of co-participation among all the group.Therefore, we point out as a result the importance of co-participation in content selection and lesson planning, empathy, dialogue and responsibility as elements in favor of building students' autonomy. Thus, we conclude, in general, that the pedagogical practice built evidenced fields of interest to students, opening spaces for a closer bond with their own learning and sharing with others. These elements have enhanced co-participation in content selection and lesson planning, mobilizing the autonomy development.
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Palavras-chave
Educação física, Projetos de trabalho, Autonomia, Perspectiva crítico-emancipatória, Physical education, Work projects, Autonomy, Critical-emancipatory perspective