Atletismo e desenvolvimento humano: proposição e análise de um modelo didático de ensino
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Data
2021-12-07
Autores
Bressan, João Carlos Martins
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O conteúdo atletismo ainda não tem composto efetivamente o ambiente escolar. Diferentes fatores convergem para a construção desse cenário, seja na dimensão do professor em seu desenvolvimento profissional, na organização estrutural e pedagógica das instituições escolares, e ainda nas políticas públicas educacionais. Além disso, historicamente, as práticas corporais estabelecidas enquanto conteúdos da Educação Física têm sido palco de embates teórico-filosóficos. O esporte, enquanto um desses conteúdos recebeu atenção especial. Em última instância questionava-se suas metodologias de ensino, que estavam condizentes com os pressupostos ideológicos vigentes, observado por alguns como meio de manutenção do status quo capitalista, por outros como salvacionista e por terceiros como a própria Educação Física. Decerto que entre as possibilidades descritas pairava uma máxima, de que era urgente repensarmos o conteúdo sob uma perspectiva pedagógica. Não obstante, o atletismo é afetado por essa conjuntura, pois trata-se também de um esporte. O cenário de agravo para essa modalidade está em sua aproximação ao alto rendimento na prática pedagógica do professor, atuante no ambiente escolar. Esse formato de ensino, enlevava o tecnicismo por meio da valoração do gesto técnico e seleção dos mais habilidosos, em sua forma tradicional de trato pedagógico. Essa postura, somada a outras situações, promoveu o afastamento do conteúdo da escola e sob essa conjuntura apresentamos nosso problema de compreender como se dispõe o conteúdo atletismo em ambiente escolar em determinado Estado brasileiro? Em resposta a ele conjecturamos nosso objetivo geral de desenvolver e analisar uma proposta de modelo para o ensino do atletismo na escola. Alinhavado a este estão os objetivos específicos a) realizar revisão sistemática acerca do atletismo com ênfase na subárea pedagógica; b) caracterizar o espaço do atletismo no estado de Mato Grosso na perspectiva dos estudantes; c) caracterizar o espaço do atletismo no estado de Mato Grosso na perspectiva dos professores; d) elaborar um modelo sistêmico-ecológico para o ensino do atletismo em ambiente escolar (MSEA); e) avaliar a experiência de implementação do MSEA nas aulas de Educação Física escolar. A presente tese foi desenvolvida no modelo alternativo, sustentou-se pelos pressupostos quali-quantitativos e sob a estrutura do Modelo Bioecológico do Desenvolvimento Humano (MBDH). Lança mão de questionários semiestruturados, entrevistas, relatórios e análise de documentos, sendo descritiva-exploratória e propositiva. Organiza-se em três estudos, compostos por artigos, que visam responder aos objetivos da presente pesquisa, quais sejam: Estudo I Artigo I (EIAI) - Panorama da produção científica sobre o atletismo (1990 – 2017): uma análise dos artigos científicos em três idiomas com ênfase na subárea pedagógica; EIIAII - caracterização do atletismo na perspectiva de estudantes de um estado brasileiro; EIIAIII - Caracterização do atletismo na perspectiva de professores de um estado brasileiro; EIIIAIV - Modelo sistêmico-ecológico para o ensino do atletismo (MSEA); EIIIAV - Percepções de professoras e estudantes sobre a implementação de um modelo para o ensino do atletismo em aulas de Educação Física. Embasados nos estudos realizados concluímos que é latente a baixa produção científica sobre o conteúdo atletismo nas aulas de Educação Física e quando observamos eventos de culminância da aprendizagem desse conteúdo (jogos escolares) é latente que os principais lócus de ensino não estão na escola. Ainda ao desenvolvermos e implementarmos um modelo para o ensino do referido conteúdo para as aulas de EF evidenciamos sua eficácia no processo de ensino e aprendizagem de professores e alunos o que revelou um caminho profícuo em resposta aos objetivos da presente tese.
In post-modern times, the content of athletics has not yet effectively composed the school environment. Different factors converge to build this scenario, whether in the teacher's dimension, the structural and pedagogical organization of school institutions, or even in public educational policies. Moreover, historically, the body practices established as Physical Education contents have been the scene of theoretical and philosophical debates. Sport, as one of these contents, has received special attention. Ultimately, its teaching methodologies were questioned, which were consistent with the ideological assumptions in force, seen by some as a means to maintain the capitalist status quo, by others as salvationist, and by others as Physical Education itself. Certainly, among the described possibilities there was a maxim that it was urgent to rethink the content under a pedagogical perspective. Nevertheless, athletics is affected by this conjuncture, since it is also a sport. The worst scenario for this modality is its approach to high performance in the pedagogical practice of the teacher, active in the school environment. This teaching format, in its traditional pedagogical form, promoted technicalism by means of valuing the technical gesture and selecting the most skilled ones. This posture, added to other situations, promoted the removal of the content from the school and, under this conjuncture, we presented our problem of understanding how is the athletics content offered to young students in the state of Mato Grosso? In response to this, we conjectured our general objective of developing and implementing a model proposal for the teaching of athletics in school. Aligned to it, there are the specific objectives a) to carry out a systematic review about athletics with emphasis on the pedagogical subarea; b) to characterize the space of athletics in the state of Mato Grosso from the students' perspective; c) to characterize the space of athletics in the state of Mato Grosso from the teachers' perspective; d) to elaborate a systemic-ecological model for teaching athletics in school environment (MSEA); e) to evaluate the experience of implementing the MSEA in school Physical Education classes. The present thesis was developed in the alternative model, sustained by quali-quantitative assumptions and under the framework of the Bioecological Model of Human Development (BMHD). It uses semi-structured questionnaires, interviews, reports, and document analysis, being descriptive-exploratory and propositional. It is organized into three studies, composed of articles, which aim to answer the objectives of this research, as follows Study I Article I (EIAI) - Overview of the scientific production on athletics (1990 - 2017): An analysis of scientific articles in three languages with emphasis on the pedagogical subarea; Study II - Characterization of athletics from the perspective of students from a Brazilian state; Study III - Characterization of athletics from the perspective of teachers from a Brazilian state; Study IV - Systemic-ecological model for the teaching of athletics (MSEA); Study V - Perceptions of teachers and students about the implementation of a model for the teaching of athletics in Physical Education classes. Based on the studies carried out, we concluded that the low scientific production about the athletics content in Physical Education classes is latent, and when we observe events that culminate the learning of this content (school games) it is evident that the main teaching locus is not at school. Furthermore, when we developed and implemented a model for teaching this content for PE classes, we evidenced its effectiveness in the students' learning process, which revealed a fruitful path in response to the objectives of this thesis.
In post-modern times, the content of athletics has not yet effectively composed the school environment. Different factors converge to build this scenario, whether in the teacher's dimension, the structural and pedagogical organization of school institutions, or even in public educational policies. Moreover, historically, the body practices established as Physical Education contents have been the scene of theoretical and philosophical debates. Sport, as one of these contents, has received special attention. Ultimately, its teaching methodologies were questioned, which were consistent with the ideological assumptions in force, seen by some as a means to maintain the capitalist status quo, by others as salvationist, and by others as Physical Education itself. Certainly, among the described possibilities there was a maxim that it was urgent to rethink the content under a pedagogical perspective. Nevertheless, athletics is affected by this conjuncture, since it is also a sport. The worst scenario for this modality is its approach to high performance in the pedagogical practice of the teacher, active in the school environment. This teaching format, in its traditional pedagogical form, promoted technicalism by means of valuing the technical gesture and selecting the most skilled ones. This posture, added to other situations, promoted the removal of the content from the school and, under this conjuncture, we presented our problem of understanding how is the athletics content offered to young students in the state of Mato Grosso? In response to this, we conjectured our general objective of developing and implementing a model proposal for the teaching of athletics in school. Aligned to it, there are the specific objectives a) to carry out a systematic review about athletics with emphasis on the pedagogical subarea; b) to characterize the space of athletics in the state of Mato Grosso from the students' perspective; c) to characterize the space of athletics in the state of Mato Grosso from the teachers' perspective; d) to elaborate a systemic-ecological model for teaching athletics in school environment (MSEA); e) to evaluate the experience of implementing the MSEA in school Physical Education classes. The present thesis was developed in the alternative model, sustained by quali-quantitative assumptions and under the framework of the Bioecological Model of Human Development (BMHD). It uses semi-structured questionnaires, interviews, reports, and document analysis, being descriptive-exploratory and propositional. It is organized into three studies, composed of articles, which aim to answer the objectives of this research, as follows Study I Article I (EIAI) - Overview of the scientific production on athletics (1990 - 2017): An analysis of scientific articles in three languages with emphasis on the pedagogical subarea; Study II - Characterization of athletics from the perspective of students from a Brazilian state; Study III - Characterization of athletics from the perspective of teachers from a Brazilian state; Study IV - Systemic-ecological model for the teaching of athletics (MSEA); Study V - Perceptions of teachers and students about the implementation of a model for the teaching of athletics in Physical Education classes. Based on the studies carried out, we concluded that the low scientific production about the athletics content in Physical Education classes is latent, and when we observe events that culminate the learning of this content (school games) it is evident that the main teaching locus is not at school. Furthermore, when we developed and implemented a model for teaching this content for PE classes, we evidenced its effectiveness in the students' learning process, which revealed a fruitful path in response to the objectives of this thesis.
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Palavras-chave
Atletismo, Escola, Educação física, Professores, Athletics, School, Physical education, Teachers, Modelo de ensino, Desenvolvimento humano, Teaching model, School environment, Human development