Ginástica para todos na escola: concepções de professores/as e o trabalho pedagógico
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Data
2023-11-08
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Universidade Estadual Paulista (Unesp)
Resumo
A Ginástica para Todos (GPT) é um exemplo de uma prática ginástica possível e democrática, considerada a base de todos os tipos de Ginástica pela Federação Internacional de Ginástica. Por seus princípios pedagógicos e inclusivos, a GPT é entendida como uma das melhores formas de se trabalhar a Ginástica na escola e é constante como conhecimento a ser trabalhado pelo currículo proposto pela Base Nacional Comum Curricular (BNCC). O objetivo geral deste estudo é investigar como professores/as de Educação Física escolar conceituam e trabalham com a GPT nas escolas de Rio Claro, visando, ainda: compreender quais aspectos pedagógicos são mais valorizados por professores/as de Educação Física escolar em sua atuação com a GPT e discutir possibilidades e variações do entendimento dessa prática a partir das respostas obtidas, realizando inferências sobre o trabalho pedagógico da GPT na escola. A pesquisa foi realizada em uma abordagem qualitativa e exploratória. Foram convidados/as a participar professores/as de Educação Física escolar da rede de ensino da cidade de Rio Claro/SP, sendo obtidas 16 respostas. Os/as participantes responderam a um questionário com questões abertas sobre suas conceituações de GPT e os princípios pedagógicos que regem seu trabalho nas escolas. Os dados foram analisados por Estatística Simples e Análise de Conteúdo. Os resultados apontaram um entendimento geral do conceito da GPT pelo/as professores/as, mas demonstraram inconsistências quanto aos aspectos considerados por eles/as relevantes, ora valorizando os movimentos de habilidades motoras e os elementos ginásticos, ora relações interpessoais (diversão e amizade). A análise dos dados permite questionar se os/as professores/as de fato tematizam a GPT de forma coerente como a conceituam e especular sobre o trabalho pedagógico da Ginástica como esporte técnico-combinatório na escola.
Gymnastics for All (GFA) is an example of a possible and democratic gymnastic practice, considered the foundation of all types of gymnastics by the International Gymnastics Federation. Due to its pedagogical and inclusive principles, GFA is understood as one of the best ways to teach gymnastics in schools and is consistently included in the curriculum proposed by the National Common Curricular Base (BNCC). The overall objective of this study is to investigate how Physical Education teachers conceptualize and work with GFA in schools in Rio Claro, with the additional aim of understanding which pedagogical aspects are most valued by Physical Education teachers in their practice of GFA and discussing possibilities and variations in the understanding of this practice based on the responses obtained, thereby making inferences about the pedagogical work of GFA in schools. The research was conducted using a qualitative and exploratory approach. Physical Education teachers from the educational network in the city of Rio Claro/SP were invited to participate, and 16 responses were obtained. Participants answered a questionnaire with open-ended questions about their conceptualizations of GFA and the pedagogical principles that guide their work in schools. The data were analyzed using Simple Statistics and Content Analysis. The results indicated a general understanding of the concept of GFA among the teachers, but also showed inconsistencies regarding the aspects they considered relevant. At times, they emphasized motor skills and gymnastic elements, while at other times, they emphasized interpersonal relationships (fun and friendship). The analysis of the data raises questions about whether teachers actually address GFA in a manner consistent with their conceptualizations and speculates about the pedagogical work of gymnastics as a technical-combinatorial sport in schools.
Gymnastics for All (GFA) is an example of a possible and democratic gymnastic practice, considered the foundation of all types of gymnastics by the International Gymnastics Federation. Due to its pedagogical and inclusive principles, GFA is understood as one of the best ways to teach gymnastics in schools and is consistently included in the curriculum proposed by the National Common Curricular Base (BNCC). The overall objective of this study is to investigate how Physical Education teachers conceptualize and work with GFA in schools in Rio Claro, with the additional aim of understanding which pedagogical aspects are most valued by Physical Education teachers in their practice of GFA and discussing possibilities and variations in the understanding of this practice based on the responses obtained, thereby making inferences about the pedagogical work of GFA in schools. The research was conducted using a qualitative and exploratory approach. Physical Education teachers from the educational network in the city of Rio Claro/SP were invited to participate, and 16 responses were obtained. Participants answered a questionnaire with open-ended questions about their conceptualizations of GFA and the pedagogical principles that guide their work in schools. The data were analyzed using Simple Statistics and Content Analysis. The results indicated a general understanding of the concept of GFA among the teachers, but also showed inconsistencies regarding the aspects they considered relevant. At times, they emphasized motor skills and gymnastic elements, while at other times, they emphasized interpersonal relationships (fun and friendship). The analysis of the data raises questions about whether teachers actually address GFA in a manner consistent with their conceptualizations and speculates about the pedagogical work of gymnastics as a technical-combinatorial sport in schools.
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Ginástica para todos, Escolas, Concepções, Gymnastics for all, School, Conceptions