Educar para a solidariedade: uma perspectiva para a educação física escolar
This work aims at giving continuity the thematic solidarity that comes being investigated in the scope of school Physical Education as possibility to advance in an education perspective that considers the being as totality, in which the solidary dimension is privileged as component of its humanizati...
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| Formato: | doctoralThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/27102 |
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| Resumo: | This work aims at giving continuity the thematic solidarity that comes being investigated in the scope of school Physical Education as possibility to advance in an education perspective that considers the being as totality, in which the solidary dimension is privileged as component of its humanization. It has aimed at investigating as the solidarizing corporally constructs itself and manifests in the experience of knowing to be, to coexist, to know, and to make in the perspective of a solidary Physical Education. As premises, we affirm the proposal by Mariotti (2000), understanding that the construction of knowing to solidarize will be able gives in the dynamics of embodiment of looking, waiting, of dialoguing, of loving and hugging, consisting the base the learning to know, to make, to coexist and to be solidary. As methodological option, we receive the collaborative approach that has structuralized from diverse mediating devices as the questionnaire and thematic interview, the formation narrative, the participant comment, the seminary of reflective study, the lesson-laboratory, the filming and the reflective session. The collaborative group was composed by two teachers of Physical Education, in which we take part them, and two classes of third grade of the elementary education of a Municipal School. As synthesis, we can evidence that this knowing-making that permeates the pedagogical actions in this study presents a solidary collaborative perspective and have its roots in a methodology that uses the discussions as possibility of resolution of the conflicts that go appearing in the interpersonal relations of the school routine. Teacher acts as mediating element of these conflicts, using the dialogue as triggering source of the reflective process and through mobilizing questionings, allows the advance in the understanding of pupils, being able to appear shared consensuses without the confrontation that our culture privileges and is so evident in predominant practices of the Physical Education. The school Physical Education has, therefore, the bigger responsibility with the education of the corporal-minded dimension of being by condition to have as epistemic body the culture of the movement, and for this condition, must be powerful of improvement of the physical, mental and social and spirituals possibilities as act of commitment with the historical construction of a more harmonious world. And as loving expression this education materializes in the human interactions of a shared collaborative making. It is thus an education of body, soul and spirit, dimensioned for all the life, but unfinished by incompleteness of men, therefore continuous in the personal and interpersonal dimensions, adopting all the sources of knowing with the same valuations, however, directed to a just and ethical acting, therefore, an acting moved by solidarity that exists in the human embodiment human. In synthesis, we can conclude that the iteration of knowing that support the perspective of a solidary education, the knowing, making, the being and coexisting base and materialize in the teaching action of school routine, they feed of the crossing among the lived experiences in the professional and personal formation, and they reorganize in the life dynamics. They are, therefore, seeds planted in the heart and the reason of pupils who need to be cultivated for the emergency of human solidarity. |
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