O saber para praticar do jogo de handebol na Educação Física escolar: recursos avaliativos para o ensino médio
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Data
2016-02-04
Autores
Brasil, Isabella Blanche Gonçalves [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Avaliar é um assunto complexo, e na Educação Física escolar, essa prática carrega dinâmicas avaliativas intrincadas em modelos que nem sempre consideram a totalidade da pessoa que aprende. Assim, com o intuito de dar visibilidade a novas possibilidades de avaliação no âmbito da Educação Física escolar, e favorecer a construção e implementação de recursos avaliativos que contemplem o saber corporal condizentes com a prática realizada em aula, buscamos, com esse estudo, analisar os recursos avaliativos utilizados no ensino dos saberes corporais, na perspectiva do saber para praticar o jogo de handebol, a partir de uma proposta colaborativa que envolveu alunos do primeiro ano do ensino médio, junto às aulas de Educação Física. Nesse sentido, nos orientamos por uma abordagem crítica do conhecimento por meio da compreensão do jogo, e não na simples reprodução de movimentos, considerando o processo de ensino e de aprendizagem como um processo participativo, contribuindo com o empoderamento dos alunos no saber para praticar. Para tanto, buscamos a Praxiologia Motriz para compreender os jogos e esportes, através da lógica interna dos mesmos, assim como a Pedagogia do Esporte com referências às metodologias de ensino dos Jogos Esportivos Coletivos, especificamente as que se embasam nas abordagens táticas, refletindo sobre a avaliação dos saberes corporais, envolvendo os conhecimentos declarativos e processuais, numa dinâmica de autoavaliação e avaliação entre pares. As intervenções ocorreram no segundo e terceiro trimestre letivo de 2015, abrangendo os meses de abril, maio junho, julho, agosto e setembro, num colégio público federal no estado do Rio de Janeiro, junto a uma turma de primeiro ano do ensino médio, composta por 30 alunos. O estudo caracterizou-se pela pesquisa-ação, utilizando os diários de aula e questionários como coleta de dados. Os mesmos foram apresentados e discutidos, compondo como resultados as categorias: recursos avaliativos e possibilidades e limites. Dessa forma, a análise dos recursos avaliativos nos revelou as contribuições de se redimensionar o estudo do jogo esportivo, nesse caso o handebol, na perspectiva do saber corporal através da autoavaliação e da comparação da aprendizagem prévia com o que foi desenvolvido ao longo do processo, assim como a avaliação entre pares que promoveu uma reflexão sobre a responsabilidade do ensino, que não recai somente ao professor, mas principalmente sobre o aluno que busca o aprendizado. Entretanto, algumas dificuldades foram apresentadas, pois as rodas de discussão se concretizaram como uma estratégia positiva nesse contexto, o que não impossibilitou a concretização da proposta, mas indicou uma reorganização da mesma. Contudo, foi possível construir recursos avaliativos, que foram chamados de fichas avaliativas. Por fim, articulados a esta produção acadêmica, elaboramos um produto em formato de livro sobre avaliação dos saberes corporais no jogo de handebol.
Evaluation is a complex subject, and in Physical Education, this practice carries dynamic models of evaluation that not always consider the person learning. Thus, in order to give visibility to new possibilities of evaluation in Physical Education, and promote the construction and implementation of evaluation resources contemplate knowledge that consist with the practice carried out in class. We seek, with this study, to analyze the resources used in the evaluation of knowledge in the perspective of the know how to play the game handball, from a collaborative proposal involving students first year of high school, in their Physical Education classes. in that direction, we guide ourselves through a critical approach to knowledge through understanding of the game, not the simple reproduction moves, considering the process of teaching and learning as a participative process, contributing to the empowerment of students in knowing how to play. Therefore, we seek praxeologyto understand games and sports, through its internal logic , like Sport’s Pedagogy with references to the teaching methodologies of Sport Games Collective, specifically those that underlie the tactical approaches, reflecting on the evaluation of bodily knowledge, involving declarative and procedural knowledge in a dynamic and self-assessment peer review. The interventions occurred in the second and third academic quarter 2015, covering the months of April, May, June, July, August and September, a federal public school in the state of Rio de Janeiro, next to a group of first year high school, consisting of 30 students. The study was characterized by action research using daily lesson and questionnaires as data collection. They were presented and discussed, composing as a result categories: resources and evaluative possibilities and limits. Thus, the analysis of evaluative resources in revealed the contributions to resize the study of sports game, this if the handball, the perspective of knowledge body through self-assessment and comparing the prior learning what was developed over process, as well as peer review that promoted a reflection on the responsibility of teaching, which falls not only the teacher, but mainly about the student who seeks learning. However, some difficulties were presented because the discussion wheels materialized as a positive strategy in this context, which is not impossible to implementation of the proposal, but indicated a reorganization of it. However, it was possible to build evaluative resources, which were called evaluative chips. Finally, articulated this academic production, elaborated a product in book format on evaluation of bodily knowledge in the game handball.
Evaluation is a complex subject, and in Physical Education, this practice carries dynamic models of evaluation that not always consider the person learning. Thus, in order to give visibility to new possibilities of evaluation in Physical Education, and promote the construction and implementation of evaluation resources contemplate knowledge that consist with the practice carried out in class. We seek, with this study, to analyze the resources used in the evaluation of knowledge in the perspective of the know how to play the game handball, from a collaborative proposal involving students first year of high school, in their Physical Education classes. in that direction, we guide ourselves through a critical approach to knowledge through understanding of the game, not the simple reproduction moves, considering the process of teaching and learning as a participative process, contributing to the empowerment of students in knowing how to play. Therefore, we seek praxeologyto understand games and sports, through its internal logic , like Sport’s Pedagogy with references to the teaching methodologies of Sport Games Collective, specifically those that underlie the tactical approaches, reflecting on the evaluation of bodily knowledge, involving declarative and procedural knowledge in a dynamic and self-assessment peer review. The interventions occurred in the second and third academic quarter 2015, covering the months of April, May, June, July, August and September, a federal public school in the state of Rio de Janeiro, next to a group of first year high school, consisting of 30 students. The study was characterized by action research using daily lesson and questionnaires as data collection. They were presented and discussed, composing as a result categories: resources and evaluative possibilities and limits. Thus, the analysis of evaluative resources in revealed the contributions to resize the study of sports game, this if the handball, the perspective of knowledge body through self-assessment and comparing the prior learning what was developed over process, as well as peer review that promoted a reflection on the responsibility of teaching, which falls not only the teacher, but mainly about the student who seeks learning. However, some difficulties were presented because the discussion wheels materialized as a positive strategy in this context, which is not impossible to implementation of the proposal, but indicated a reorganization of it. However, it was possible to build evaluative resources, which were called evaluative chips. Finally, articulated this academic production, elaborated a product in book format on evaluation of bodily knowledge in the game handball.
Descrição
Palavras-chave
Educação Física escolar, Avaliação, Handebol, Physical Education, Evaluation, Handball