Corpo(s) em movimento na Educação Física Infantil: contribuições na perspectiva da Pedagogia Histórico-Crítica
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Data
2019-02-28
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Lima, Deivide Telles de
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa qualitativa do tipo “pesquisa- participante”, teve como objetivo analisar o ensino da Educação Física na Educação Infantil (EFEI), na percepção de um grupo de professores que atuam na Educação Infantil (EI). Tivemos como meta, elaborar um Produto Educacional com orientações para o ensino da EFEI na perspectiva da Pedagogia Histórico-Crítica, considerando a participação coletiva dos professores participantes da pesquisa. Para tanto, foi realizada revisão da literatura abordando os conhecimentos/saberes inerentes às práticas pedagógicas na EI, sem perder de vista as especificidades da Educação Física (EF) em relação aos conteúdos e práticas, relacionados à educação do corpo em movimento. Neste percurso, consideramos à educação do corpo em movimento mediado pela ação da consciência nas práticas pedagógicas da EFEI, aproximando essa concepção, às tendências da EF, que buscam ampliar os sentidos/significados das práticas pedagógicas no contexto escolar. Contudo, tivemos como principal referencial teórico os pressupostos da Pedagogia Histórico-Crítica, considerando suas principais contribuições teórico-metodológicas na relação escola e sociedade. Para atingir os objetivos da pesquisa, contamos com a colaboração de um grupo de professores, proposto para compreensão dos fenômenos pesquisados e a elaboração do Produto Educacional, que traz orientações didático-curriculares com base nos fundamentos teórico-metodológicos da Pedagogia Histórico-Crítica e apresenta cinco atividades de ensino sistematizadas no formato de Jogos e Brincadeiras. Para análise e discussão dos resultados da pesquisa, contamos com os dados coletados nos questionários (inicial e final), que permitiram realizar uma relação entre as variáveis da pesquisa – o referencial teórico, a realidade observada e a elaboração do Produto Educacional. Constatamos no âmbito da pesquisa, que nas práticas pedagógicas relacionadas à educação do corpo em movimento realizadas pelos professores participantes, prevalecem os objetivos de desenvolvimento biológico/motor das crianças e a ausência de embasamento teórico no planejamento das práticas pedagógicas. Concluímos que é preciso aprofundar as discussões sobre as intencionalidades de ensino em relação à educação do corpo em movimento, superando práticas espontâneas e assistemáticas, por intermédio de práticas pedagógicas intencionalmente sistematizadas e contextualizadas, em atividades de ensino que promovam o desenvolvimento, a aprendizagem e a humanização das crianças, conforme preconiza os pressupostos da Pedagogia Histórico-Crítica.
The present qualitative research of the "research-participant" type, aimed to analyze the teaching of Physical Education in Child Education (EFEI), in the perception of a group of teachers who work in Early Childhood Education (EI). We had as goal, to elaborate an Educational Product with orientations for the teaching of the EFEI from the perspective of Historical-Critical Pedagogy, considering the collective participation of the participating teachers of the research. For that, a review of the literature was carried out, approaching the knowledge / knowledge inherent to the pedagogical practices in EI, without losing sight of the specifics of Physical Education (PE) in relation to the contents and practices related to the education of the body in movement. In this course, we consider the education of the body in movement mediated by the action of consciousness in the pedagogical practices of EFE, approaching this conception, to the tendencies of the EF, which seek to broaden the meanings / meanings of pedagogical practices in the school context. However, we had as main theoretical reference the assumptions of Historical-Critical Pedagogy, considering its main theoretical-methodological contributions in the relation school and society. In order to reach the research objectives, we have the collaboration of a group of teachers, proposed to understand the phenomena researched and elaboration of the Educational Product. For the analysis and discussion of the research results, we counted on the data collected in the questionnaires (initial and final), which allowed a relationship between the variables of the research - the theoretical reference, the reality observed and the elaboration of the Educational Product. We find within the scope of the research, that in the pedagogical practices related to the education of the body in movement carried out by the participating teachers, the biological / motor development objectives of the children prevail and the absence of theoretical basis in the planning of the pedagogical practices. We conclude that it is necessary to deepen the discussions about the intentionalities of teaching in relation to the education of the body in movement, surpassing spontaneous and unsystematic practices, through intentionally systematized and contextualized pedagogical practices, in teaching activities that promote the development, learning and humanization of children, according to the assumptions of Historical-Critical Pedagogy.
The present qualitative research of the "research-participant" type, aimed to analyze the teaching of Physical Education in Child Education (EFEI), in the perception of a group of teachers who work in Early Childhood Education (EI). We had as goal, to elaborate an Educational Product with orientations for the teaching of the EFEI from the perspective of Historical-Critical Pedagogy, considering the collective participation of the participating teachers of the research. For that, a review of the literature was carried out, approaching the knowledge / knowledge inherent to the pedagogical practices in EI, without losing sight of the specifics of Physical Education (PE) in relation to the contents and practices related to the education of the body in movement. In this course, we consider the education of the body in movement mediated by the action of consciousness in the pedagogical practices of EFE, approaching this conception, to the tendencies of the EF, which seek to broaden the meanings / meanings of pedagogical practices in the school context. However, we had as main theoretical reference the assumptions of Historical-Critical Pedagogy, considering its main theoretical-methodological contributions in the relation school and society. In order to reach the research objectives, we have the collaboration of a group of teachers, proposed to understand the phenomena researched and elaboration of the Educational Product. For the analysis and discussion of the research results, we counted on the data collected in the questionnaires (initial and final), which allowed a relationship between the variables of the research - the theoretical reference, the reality observed and the elaboration of the Educational Product. We find within the scope of the research, that in the pedagogical practices related to the education of the body in movement carried out by the participating teachers, the biological / motor development objectives of the children prevail and the absence of theoretical basis in the planning of the pedagogical practices. We conclude that it is necessary to deepen the discussions about the intentionalities of teaching in relation to the education of the body in movement, surpassing spontaneous and unsystematic practices, through intentionally systematized and contextualized pedagogical practices, in teaching activities that promote the development, learning and humanization of children, according to the assumptions of Historical-Critical Pedagogy.
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Palavras-chave
Educação Física Infantil, Corpo em movimento, Pedagogia Histórico-Crítica, Physical Education for Children, Body in movement, Historical-Critical Pedagogy