Educação física escolar em perspectiva crítica: o que foi, o que é, e o que pode vir-a-ser!
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Data
2023-03-06
Autores
Quizzini, Larissa Zangarini Antonio
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa tem como objetivo geral discutir uma proposição histórico crítica-humanizadora sobre a Educação física escolar evidenciando a perspectiva da metodologia de ensino crítico-superadora para o Ensino fundamental I (Anos iniciais), a partir da contextualização da Educação física escolar no seu processo de desenvolvimento histórico e considerando as concepções de professores de Educação física do ensino fundamental I. Partimos dos pressupostos teóricos, metodológicos e epistemológicos da Teoria Histórico Cultural, Pedagogia Histórico Crítica, Teoria da periodização do desenvolvimento humano e na Metodologia de Ensino Crítico-superadora sob o foco do método Materialista Histórico-Dialético para se pensar em uma Educação física crítica-humanizadora. Nessa direção, utilizamos como procedimentos de pesquisa a) revisão bibliográfica dos clássicos da Educação física escolar, para apresentar o processo histórico da Educação física no Brasil, as condições históricas e influências sociais e políticas que possibilitaram a construção das abordagens pedagógicas críticas da Educação física escolar; b) mapeamento e revisão bibliográfica sobre o ensino da Educação física em uma perspectiva crítica a partir de teses de doutorado disponibilizados nos bancos de dados da CAPES e do Banco de Dados de Teses e Dissertações - “BDTD”; c) identificação dos eventos acadêmicos (Eventos da Pedagogia histórico-crítica e Congressos Brasileiros de Ciências do Esporte e do Congresso Brasileiro da Educação) que foram realizados e disponibilizados durante os últimos anos (2010-2022) para identificar os avanços da metodologia de ensino crítico-superadora; d) Conversas e aplicação de questionário junto a professores da rede municipal de Presidente Prudente-SP com o objetivo de compreender as concepções e as práticas dos professores sobre a EF escolar na perspectiva crítica; e) reflexão sobre uma proposição crítica-humanizadora para a Educação física escolar. Portanto, investigamos o que a Educação física foi: E identificamos um grande número de sistematizações pedagógicas a presença de diversas concepções de ciência: positivismo, neopositivismo, fenomenologia e materialismo histórico-dialético elaboradas apresentando a área de conhecimentos múltiplos, difusos e com perspectivas diferentes. Sobre o que ela é: Diante das 140 teses encontradas, realizamos o aprofundamento em 20 teses que apresentavam o materialismo histórico-dialético e identificamos 8 teses que foram analisadas: As teses apresentam questões terminológicas, objeto de estudo “Cultura Corporal” diferentes da Metodologia de Ensino crítico-superadora e possíveis proposições para se pensar a Educação física crítica-huamnziadora. Por meio do levantamento de eventos realizados na Pedagogia histórico-crítica, na área da Educação física e da Educação, identificamos os avanços da metodologia de ensino crítico-superadora nos últimos anos (2010-2022) com um maior número de produções científicas apresentadas no evento daa àrea da Educação física (CONBRACE) e CONICE. E ao investigarmos sobre o que ela é, e o que ela poderá vir-a-ser para as crianças do Ensino fundamental (anos Iniciais), buscamos repensar as metodologias de ensino na Educação física escolar, para que o seu ensino avance, tal como avança a sociedade e atenda às necessidades dos estudantes nos aspectos motores, psicomotores, psicológicos e sociais ou seja, na sua totalidade natural, histórica e social.
The present research has as general objective to discuss a historical critical-humanizing proposition about school Physical Education evidencing the perspective of the critical-superior teaching methodology for the Elementary I Education (Early Years), from the contextualization of school Physical Education in its historical development process and considering the conceptions of Physical Education teachers of the Elementary I Education. We start from the theoretical, methodological and epistemological assumptions of the Cultural Historical Theory, Critical Historical Pedagogy, Theory of human development periodization and in the Critical-Superior Teaching Methodology under the focus of the Historical-Dialectical Materialist method to think about a critical-humanizing Physical Education. In this direction, we used as research procedures a) bibliographic review of the classics of school Physical Education to present the historical process of Physical Education in Brazil, the historical conditions and social and political influences that enabled the construction of critical pedagogical approaches of school Physical Education; b) mapping and bibliographic review on the teaching of Physical Education in a critical perspective from doctoral theses available in CAPES database and the Theses and Dissertations Database - "BDTD"; c) identification of the academic events (Events of the historical-critical Pedagogy and Brazilian Congresses of Sports Science and Brazilian Congress of Education) which were held and made available during the last years (2010-2022) in order to identify the advances of the critical-superior teaching methodology; d) conversations and application of questionnaire with teachers of the municipal network of Presidente Prudente-SP in order to understand the conceptions and practices of teachers about school PE in a critical perspective; e) reflection about a critical-humanizing proposition for school Physical Education. Therefore, we investigated what Physical Education was: And we identified a large number of pedagogical systematizations the presence of several conceptions of science: positivism, neopositivism, phenomenology and historical-dialectical materialism elaborated presenting the area of multiple knowledge, diffuse and with different perspectives. What it is about: Of the 140 theses found, we delved into 20 theses which presented historical-dialectical materialism and identified 8 theses which were analysed: The theses present terminological issues, object of study "Body Culture" different from the critical-superior Teaching Methodology and possible propositions to think the critical-huamnziator Physical Education. Through the survey of events held in the critical-historical pedagogy, in the area of physical education and education, we identified the advances of the critical-superior teaching methodology in the last years (2010-2022) with a higher number of scientific productions presented in the event of the area of physical education (CONBRACE) and CONICE. And when investigating about what it is and what it may become to the children of the Elementary School (Beginning years), we seek to rethink the teaching methodologies in school Physical Education, so that their teaching advances, as the society advances and meets the students' needs in motor, psychomotor, psychological and social aspects, i.e., in their natural, historical and social totality.
The present research has as general objective to discuss a historical critical-humanizing proposition about school Physical Education evidencing the perspective of the critical-superior teaching methodology for the Elementary I Education (Early Years), from the contextualization of school Physical Education in its historical development process and considering the conceptions of Physical Education teachers of the Elementary I Education. We start from the theoretical, methodological and epistemological assumptions of the Cultural Historical Theory, Critical Historical Pedagogy, Theory of human development periodization and in the Critical-Superior Teaching Methodology under the focus of the Historical-Dialectical Materialist method to think about a critical-humanizing Physical Education. In this direction, we used as research procedures a) bibliographic review of the classics of school Physical Education to present the historical process of Physical Education in Brazil, the historical conditions and social and political influences that enabled the construction of critical pedagogical approaches of school Physical Education; b) mapping and bibliographic review on the teaching of Physical Education in a critical perspective from doctoral theses available in CAPES database and the Theses and Dissertations Database - "BDTD"; c) identification of the academic events (Events of the historical-critical Pedagogy and Brazilian Congresses of Sports Science and Brazilian Congress of Education) which were held and made available during the last years (2010-2022) in order to identify the advances of the critical-superior teaching methodology; d) conversations and application of questionnaire with teachers of the municipal network of Presidente Prudente-SP in order to understand the conceptions and practices of teachers about school PE in a critical perspective; e) reflection about a critical-humanizing proposition for school Physical Education. Therefore, we investigated what Physical Education was: And we identified a large number of pedagogical systematizations the presence of several conceptions of science: positivism, neopositivism, phenomenology and historical-dialectical materialism elaborated presenting the area of multiple knowledge, diffuse and with different perspectives. What it is about: Of the 140 theses found, we delved into 20 theses which presented historical-dialectical materialism and identified 8 theses which were analysed: The theses present terminological issues, object of study "Body Culture" different from the critical-superior Teaching Methodology and possible propositions to think the critical-huamnziator Physical Education. Through the survey of events held in the critical-historical pedagogy, in the area of physical education and education, we identified the advances of the critical-superior teaching methodology in the last years (2010-2022) with a higher number of scientific productions presented in the event of the area of physical education (CONBRACE) and CONICE. And when investigating about what it is and what it may become to the children of the Elementary School (Beginning years), we seek to rethink the teaching methodologies in school Physical Education, so that their teaching advances, as the society advances and meets the students' needs in motor, psychomotor, psychological and social aspects, i.e., in their natural, historical and social totality.
Descrição
Palavras-chave
Educação física escolar crítica, Ensino histórico-crítico na educação física, Cultura corporal em perspectiva crítica, Educação física crítico-superadora, School physical education, Critical-superior teaching methodology, Body culture and cultural-historical theory