Curso de formação de professores voltado a redução do comportamento sedentário em escolares de uma escola municipal de Rio Claro - SP: proposta de implementação
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Data
2019-12-19
Autores
Bonolo, Angélica [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A infância e adolescência são marcadas por diversas mudanças físicas, mentais e comportamentais. E é na adolescência também o período onde ocorre uma queda na prática e de atividade física e aumento de atividades sedentárias, então se estudar esse comportamento é de extrema relevância uma vez que a literatura já aponta a relação entre altos períodos de comportamento sedentário e malefícios para a saúde. Pensando no alcance de intervenções para essa faixa etária, a escola se configura como um ambiente ideal que pode favorecer seu desenvolvimento, há a possibilidade de envolvimento da família e professores ainda se mostra ideal, pela facilidade de veiculação de informação, auxiliando na aquisição de bons hábitos. Nesse contexto o professor possui papel fundamental, além de educador ele pode tratar temas de saúde durante suas aulas, para que isso seja possível, é importante que o professor esteja inserido em um processo que possibilite sua atualização, compreensão e aperfeiçoamento constante sobre a temática através da educação continuada, que é um processo importante capaz de promover a mudança no ensino-aprendizagem. Assim, o objetivo do presente estudo foi propor um curso de formação focado em estratégias didatico-pedagógicas para reduzir o comportamento sedentário de escolares, realizado para professores da rede municipal de educação, uma escola da cidade de Rio Claro - SP. O presente estudo se caracteriza uma pesquisa-ação de caráter qualitativo, foi desenvolvido através de 14 encontros durante 3 meses, de frequência semanal e duração de 3 horas: 1 de apresentação, 3 de avaliação, 9 de conceitos teóricos práticos e 1 finalização do processo. Participaram do curso 4 professoras com 40 ± 10,87 anos, todas com formação em pedagogia, sendo que 2 possuem uma segunda graduação (Artes e Educação Física), com média de 14 ± 7,83 anos de atuação profissional e ministram aulas no ensino fundamental regular, Ensino de jovens e adultos (EJA) e EJA especial. As professoras responderam questionários de identificação e nível socioeconômico, foram realizados 3 grupos focais, com intenção de avaliar os conhecimentos para auxiliar na estruturação do curso e 3º avaliou a implementação do curso de formação após 5 meses. Como resultados, foi possível identificar que as ações foram bem-sucedidas e avaliadas. Foram apontadas algumas dificuldades em relação a realização do próprio curso, dificuldades na pratica e por parte dos alunos. Em curto espaço de tempo, foi possível observar mudanças nas praticas das professoras bem como preocupação no excesso de tempo que os alunos passam sentados, incorporando assim, mais atividades praticas e temas de saúde em suas aulas. Dessa maneira, a educação continuada se configurou uma importante ferramenta para melhorar a prática pedagógica, através da aquisição e atualização do conhecimento. Pois, muitas vezes a formação inicial não consegue suprir a demanda que eles encontrarão nas escolas. Então a participação nesses cursos permite que os professores se preparem para os diversos desafios encontrados na escola.
Childhood and adolescence are marked by several physical, mental and behavioral changes. And adolescence is also the period when there is a decrease in practice and physical activity and an increase in sedentary activities, so if studying this behavior is extremely relevant since the literature already points out the relationship between high periods of sedentary behavior and harm to the health. Thinking about the reach of interventions for this age group, the school is configured as an ideal environment that can favor its development, there is the possibility of involving the family and teachers are still ideal, due to the ease of transmitting information, helping in the acquisition of good habits. In this context, the teacher has a fundamental role, in addition to being an educator, he can treat health issues during his classes, so that this is possible, it is important that the teacher is inserted in a process that allows his updating, understanding and constant improvement on the theme through of continuing education, which is an important process capable of promoting change in teaching and learning. Thus, the objective of the present study was to propose a training course focused on didactic-pedagogical strategies to reduce the sedentary behavior of students, conducted for teachers from the municipal education network, a school in the city of Rio Claro - SP. The present study is characterized by a qualitative research-action, developed through 14 meetings during 3 months, weekly frequency and duration of 3 hours: 1 presentation, 3 evaluation, 9 practical theoretical concepts and 1 finalization of the process. Four teachers participated in the course, 40 ± 10.87 years old, all with pedagogical training, 2 of whom have a second degree (Arts and Physical Education), with an average of 14 ± 7.83 years of professional experience and teach classes in teaching regular elementary school, Youth and adult education (EJA) and special EJA. The teachers answered questionnaires of identification and socioeconomic level, 3 focus groups were carried out, with the intention of evaluating the knowledge to assist in the structuring of the course and the 3rd evaluated the implementation of the training course after 5 months. As a result, it was possible to identify that the actions were successful and evaluated. Some difficulties were pointed out in relation to the realization of the course itself, difficulties in practice and by the students. In a short space of time, it was possible to observe changes in the practices of the teachers as well as concerns about the excess of time that the students spend sitting, thus incorporating more practical activities and health issues in their classes. In this way, continuing education has become an important tool to improve pedagogical practice, through the acquisition and updating of knowledge. Because, often the initial training fails to meet the demand that they will find in schools. So participation in these courses allows teachers to prepare for the various challenges encountered at school.
Childhood and adolescence are marked by several physical, mental and behavioral changes. And adolescence is also the period when there is a decrease in practice and physical activity and an increase in sedentary activities, so if studying this behavior is extremely relevant since the literature already points out the relationship between high periods of sedentary behavior and harm to the health. Thinking about the reach of interventions for this age group, the school is configured as an ideal environment that can favor its development, there is the possibility of involving the family and teachers are still ideal, due to the ease of transmitting information, helping in the acquisition of good habits. In this context, the teacher has a fundamental role, in addition to being an educator, he can treat health issues during his classes, so that this is possible, it is important that the teacher is inserted in a process that allows his updating, understanding and constant improvement on the theme through of continuing education, which is an important process capable of promoting change in teaching and learning. Thus, the objective of the present study was to propose a training course focused on didactic-pedagogical strategies to reduce the sedentary behavior of students, conducted for teachers from the municipal education network, a school in the city of Rio Claro - SP. The present study is characterized by a qualitative research-action, developed through 14 meetings during 3 months, weekly frequency and duration of 3 hours: 1 presentation, 3 evaluation, 9 practical theoretical concepts and 1 finalization of the process. Four teachers participated in the course, 40 ± 10.87 years old, all with pedagogical training, 2 of whom have a second degree (Arts and Physical Education), with an average of 14 ± 7.83 years of professional experience and teach classes in teaching regular elementary school, Youth and adult education (EJA) and special EJA. The teachers answered questionnaires of identification and socioeconomic level, 3 focus groups were carried out, with the intention of evaluating the knowledge to assist in the structuring of the course and the 3rd evaluated the implementation of the training course after 5 months. As a result, it was possible to identify that the actions were successful and evaluated. Some difficulties were pointed out in relation to the realization of the course itself, difficulties in practice and by the students. In a short space of time, it was possible to observe changes in the practices of the teachers as well as concerns about the excess of time that the students spend sitting, thus incorporating more practical activities and health issues in their classes. In this way, continuing education has become an important tool to improve pedagogical practice, through the acquisition and updating of knowledge. Because, often the initial training fails to meet the demand that they will find in schools. So participation in these courses allows teachers to prepare for the various challenges encountered at school.
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Palavras-chave
Comportamento sedentário, Formação de professores, Escola, Escolares, Sedentary behavior, Teacher training, School, Schools