Conflitos nas aulas de Educação Física escolar: reflexões assentadas na pesquisa-ação e na praxiologia motriz
Data
2019-02-27
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Universidade Estadual Paulista (Unesp)
Resumo
Os conflitos ocorrem nas relações entre pessoas e/ou grupos, o que inclui as situações escolares, sobretudo, aquelas presentes nas aulas de Educação Física, caracterizadas por divergências/antagonismo envolvendo motivações variadas. Existem diversas perspectivas sobre os conflitos, a que utilizamos no presente estudo pautou-se pela sua compreensão enquanto construção social, cultural e histórica. Embora os conflitos possam ocorrer em diferentes relações humanas, nosso recorte investigativo esteve nos conflitos que aconteceram nas aulas de Educação Física, especificamente, nos jogos de handebol e de futsal. Neste sentido, os objetivos do presente estudo foram identificar e mediar os conflitos vivenciados pelos estudantes nas aulas de Educação Física, além de analisar as possíveis implicações das estratégias pedagógicas nas mediações dialógicas e nas problematizações. O estudo orientou-se pela abordagem qualitativa, com características da pesquisa-ação, e sua realização ocorreu em uma escola da rede estadual do interior de São Paulo. Participaram 63 estudantes de duas turmas de 6º anos, durante um semestre letivo nas aulas regulares de Educação Física, sendo desenvolvidos jogos de handebol e de futsal, articulados com as identificações e mediações dialógicas dos conflitos. Os instrumentos de coleta dos dados sobre os conflitos foram: a) observação das aulas (diário de aula do professor, com registros gerais e também anotações das rodas de conversa e encenações dos estudantes), b) diário dos estudantes, c) narrativas e d) questionário. As estratégias pedagógicas para identificação, mediação e problematização dos conflitos e a análise dos dados teve o direcionamento teórico da Praxiologia Motriz, perspectivas dos conflitos sociais e as concepções pedagógicas culturais da Educação Física. Os resultados apontaram uma relação intrínseca dos acontecimentos sociais, culturais e históricos em todas as ações motrizes, porém, identificamos que, em alguns conflitos, a relação com a lógica interna do jogo era um fator determinante. Com base nos dados, três categorias de análise se fizeram presentes: 1. Conflitos identificados nas aulas de Educação Física; 2. Estratégias pedagógicas para problematizar/mediar os conflitos; 3. Possibilidades e desafios do trabalho desenvolvido. Classificamos os conflitos identificados no estudo nos seguintes grupos: a) ações motrizes (motora); b) egoísmo/não passar a bola; c) simulação/desrespeito às regras; d) pontuação do jogo; e) gênero (machismo); f) racismo, preconceito e discriminação devido à cor da pele; g) aspectos físicos; h) violência verbal; i) violência física. A identificação dos conflitos proporcionou condições para desenvolver estratégias pedagógicas para mediação dialógica e problematização dos conflitos, além de alterações na lógica interna dos jogos de handebol e de futsal. Os estudantes, ainda que gradativamente, demonstraram reflexões sobre os conflitos vivenciados durante as aulas de Educação Física. A mediação dialógica dos conflitos, enquanto possibilidade educativa, proporcionou condições para professor e estudantes partilharem experiências sobre novas possibilidades de relacionarem-se.
Conflicts occur in the relationships between people and / or groups, which includes school situations, especially those present in Physical Education classes, characterized by divergences / antagonism involving varied motivations. There are several perspectives on the conflicts, which we use in the present study, based on their understanding as a social, cultural and historical construction. Although conflicts may occur in different human relationships, our investigative cut was in the conflicts that occurred in Physical Education classes, specifically in handball and futsal games. In this sense, the objectives of the present study were to identify and mediate the conflicts experienced by students in Physical Education classes, as well as to analyze the possible implications of pedagogical strategies in dialogic mediations and in problematizations. The study was guided by the qualitative approach, with characteristics of the action research, and its realization occurred in a school of the state of São Paulo. 63 students from two 6th grade classes participated during a semester in the regular Physical Education classes, and handball and futsal games were developed, articulated with dialogical identifications and mediations of conflicts. The instruments for collecting the data on the conflicts were: a) observation of the classes (teacher's class diary, with general records and also annotations of the students 'talk wheels and statues), b) students' diary, c) narratives and d) quiz. The pedagogical strategies for the identification, mediation and problematization of conflicts and data analysis had the theoretical orientation of the Motor Praxiology, perspectives of the social conflicts and the pedagogical cultural conceptions of Physical Education. The results pointed out an intrinsic relation of the social, cultural and historical events in all the driving actions, however, we identified that in some conflicts, the relation with the internal logic of the game was a determinant factor. Based on the data, three categories of analysis were present: 1. Conflicts identified in Physical Education classes; 2. Pedagogical strategies to problematize / mediate conflicts; 3. Possibilities and challenges of the work developed. We classified the conflicts identified in the study in the following groups: a) motor actions (motor); b) selfishness / do not pass the ball; c) simulation / disregard of rules; d) score of the game; e) gender (machismo); f) racism, prejudice and discrimination due to skin color; g) physical aspects; h) verbal violence; i) physical violence. The identification of conflicts provided the conditions to develop pedagogical strategies for dialogic mediation and problematization of conflicts, as well as changes in the internal logic of handball and futsal games. The students, although gradually, have shown reflections on the conflicts experienced during the classes of Physical Education. The dialogic mediation of conflicts, as an educational possibility provided the conditions for teachers and students to share experiences about new possibilities of relating.
Conflicts occur in the relationships between people and / or groups, which includes school situations, especially those present in Physical Education classes, characterized by divergences / antagonism involving varied motivations. There are several perspectives on the conflicts, which we use in the present study, based on their understanding as a social, cultural and historical construction. Although conflicts may occur in different human relationships, our investigative cut was in the conflicts that occurred in Physical Education classes, specifically in handball and futsal games. In this sense, the objectives of the present study were to identify and mediate the conflicts experienced by students in Physical Education classes, as well as to analyze the possible implications of pedagogical strategies in dialogic mediations and in problematizations. The study was guided by the qualitative approach, with characteristics of the action research, and its realization occurred in a school of the state of São Paulo. 63 students from two 6th grade classes participated during a semester in the regular Physical Education classes, and handball and futsal games were developed, articulated with dialogical identifications and mediations of conflicts. The instruments for collecting the data on the conflicts were: a) observation of the classes (teacher's class diary, with general records and also annotations of the students 'talk wheels and statues), b) students' diary, c) narratives and d) quiz. The pedagogical strategies for the identification, mediation and problematization of conflicts and data analysis had the theoretical orientation of the Motor Praxiology, perspectives of the social conflicts and the pedagogical cultural conceptions of Physical Education. The results pointed out an intrinsic relation of the social, cultural and historical events in all the driving actions, however, we identified that in some conflicts, the relation with the internal logic of the game was a determinant factor. Based on the data, three categories of analysis were present: 1. Conflicts identified in Physical Education classes; 2. Pedagogical strategies to problematize / mediate conflicts; 3. Possibilities and challenges of the work developed. We classified the conflicts identified in the study in the following groups: a) motor actions (motor); b) selfishness / do not pass the ball; c) simulation / disregard of rules; d) score of the game; e) gender (machismo); f) racism, prejudice and discrimination due to skin color; g) physical aspects; h) verbal violence; i) physical violence. The identification of conflicts provided the conditions to develop pedagogical strategies for dialogic mediation and problematization of conflicts, as well as changes in the internal logic of handball and futsal games. The students, although gradually, have shown reflections on the conflicts experienced during the classes of Physical Education. The dialogic mediation of conflicts, as an educational possibility provided the conditions for teachers and students to share experiences about new possibilities of relating.
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Palavras-chave
Conflitos, Educação Física escolar, Pesquisa-ação, Praxiologia motriz, Action research, Conflicts, Motor praxiology, School Physical Education