Perspectivas de como são realizadas as avaliações na iniciação esportiva do futebol
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Data
2020-03-18
Autores
Teixeira, Álvaro José Marques
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O esporte ao longo do tempo, sofreu diversas transformações, o futebol não foi diferente, em que começou a ser praticado como jogos populares chegando ao patamar de esporte espetáculo, tornando-se o futebol moderno. Tal influência teve impacto na cultura brasileira, estimulando muitas crianças a praticarem através da iniciação esportiva. Porém, a iniciação esportiva não teve essas transformações no mesmo ritmo, na qual ainda se encontra subordinada ao alto rendimento, por mais que houve avanços nas pesquisas sobre a pedagogia do esporte. Esta subordinação leva a reprodução do método de ensino tradicional, através do ensino analítico, fragmentado e descontextualizado que não compactua com os objetivos específicos do esporte como meio educacional. Refletindo na falta de utilização de métodos avaliativos sistematizados no processo de ensino-aprendizagem do futebol pelos professores durante suas práticas de ensino. Desta forma, o objetivo deste estudo foi investigar como são realizadas as avaliações dos alunos na iniciação esportiva do futebol, através da visão dos professores, comparando com os métodos de avaliação encontrados na literatura. Foi adotada a pesquisa exploratória, através de dados coletados por meio de questionário online. Participaram da pesquisa dezesseis professores das cidades do estado de São Paulo. Dentre os professores, quatro relataram não realizar avaliações com os alunos. Já entre as respostas dos doze professores, 43,75% utilizam como principal método de avaliação a observação; 12,5% utilizam avaliações físicas; 25% utilizam avaliações técnicas dos fundamentos e habilidades do futebol; 18,75% realizam avaliações táticas. Através da análise de dados foi possível concluir que falta conhecimento conceitual sobre avaliação e sua aplicação no processo de ensino-aprendizagem, bem como, a necessidade de de novos estudos sobre o tema, para que possa contribuir com o corpo de conhecimento na área e que possa influenciar na prática de ensino que vem sendo reproduzida na iniciação esportiva, criticada na literatura.
The sport over time has undergone several transformations, football was no different, in which it began to be practiced as popular games reaching the level of spectacle sport, becoming modern football. Such influence had an impact on Brazilian culture, encouraging many children to practice through sports initiation. However, sports initiation did not have these changes at the same pace, in which it is still subordinated to high performance, even though there have been advances in research on sport pedagogy. This subordination leads to the reproduction of the traditional teaching method, through analytical, fragmented and decontextualized teaching that does not comply with the specific objectives of sport as an educational medium. Reflecting on the lack of use of systematic evaluation methods in the teaching-learning process of football by teachers during their teaching practices. In this way, the objective of this study was to investigate how the evaluations of the students in the sports initiation of soccer are carried out, through the teachers' point of view, comparing with the evaluation methods found in the literature. Exploratory research was adopted, through data collected through an online questionnaire. Sixteen teachers from the cities of the state of São Paulo participated in the research. Among the teachers, four reported not carrying out assessments with the students. Among the responses of the twelve teachers, 43.75% use observation as the main evaluation method; 12.5% use physical assessments; 25% use technical assessments of football fundamentals and skills; 18.75% perform tactical assessments. Through data analysis, it was possible to conclude that there is a lack of conceptual knowledge about evaluation and its application in the teaching-learning process, as well as the need for new studies on the subject, so that it can contribute to the body of knowledge in the area and that may influence the teaching practice that has been reproduced in sports initiation, criticized in the literature.
The sport over time has undergone several transformations, football was no different, in which it began to be practiced as popular games reaching the level of spectacle sport, becoming modern football. Such influence had an impact on Brazilian culture, encouraging many children to practice through sports initiation. However, sports initiation did not have these changes at the same pace, in which it is still subordinated to high performance, even though there have been advances in research on sport pedagogy. This subordination leads to the reproduction of the traditional teaching method, through analytical, fragmented and decontextualized teaching that does not comply with the specific objectives of sport as an educational medium. Reflecting on the lack of use of systematic evaluation methods in the teaching-learning process of football by teachers during their teaching practices. In this way, the objective of this study was to investigate how the evaluations of the students in the sports initiation of soccer are carried out, through the teachers' point of view, comparing with the evaluation methods found in the literature. Exploratory research was adopted, through data collected through an online questionnaire. Sixteen teachers from the cities of the state of São Paulo participated in the research. Among the teachers, four reported not carrying out assessments with the students. Among the responses of the twelve teachers, 43.75% use observation as the main evaluation method; 12.5% use physical assessments; 25% use technical assessments of football fundamentals and skills; 18.75% perform tactical assessments. Through data analysis, it was possible to conclude that there is a lack of conceptual knowledge about evaluation and its application in the teaching-learning process, as well as the need for new studies on the subject, so that it can contribute to the body of knowledge in the area and that may influence the teaching practice that has been reproduced in sports initiation, criticized in the literature.
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Palavras-chave
Avaliação educacional, Aprendizagem, Treinadores de futebol, Futebol