A Educação Física como componente curricular no ensino médio: vivenciando o conteúdo lutas na escola
The Physical Education curricular component suffers from numerous problems at school, especially in high school. Thus, we believe that pedagogical practice is one of the possibilities that can contribute to the legitimacy of the discipline, to the detriment of a lower status view in relation to t...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/30062 |
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| Resumo: | The Physical Education curricular component suffers from numerous problems at school,
especially in high school. Thus, we believe that pedagogical practice is one of the possibilities
that can contribute to the legitimacy of the discipline, to the detriment of a lower status view
in relation to the others, which ends up being expressed in hasty statements and attitudes. The
general objective of the study was to elaborate a didactic material as a product of a work in
the teaching of Fighting using the Games Methodology, seeking a dialogue with the students
and finding out in what this playful experience contributed to valorize the curricular
component in the school as a guiding question of the job. The research carried out in a high
school on the outskirts of Fortaleza involved the participation of 40 students who underwent a
pedagogical intervention, and also with the help of two questionnaires. The research
methodology adopted was of a qualitative and analytical-descriptive nature, making use of an
experience report and participant observation, thus providing the opportunity to investigate
the practice itself and encouraging the researcher's pedagogical autonomy, in addition to
being a challenge in the school floor. We found that 45% of these students reached high
school without ever having access to the Struggles, which contradicts this corporal practice as
an inheritance of the culture of movement and the legal documents that provide for it in the
formal curriculum. Furthermore, they previously reported that the discipline and its contents
were of very little importance in relation to the others, serving only as a moment of
distraction. After the practical and theoretical interventions, a change in the perception of the
discipline was verified through the Fight Games, as these saw that the culture of movement
can also provide a reading of the world, as well as the other curricular components, since
more than 90% of them assimilated satisfactorily the didactic elements present in this
experience according to the methodological proposal adopted. We conclude then that the
pedagogical practice is a fundamental tool to value the curricular component, because through
playfulness and creativity the students were able to make a critical reading of the didactic
transposition of the subject, which contradicts the history of the discipline based mainly on
the procedural aspect in dealing with the contents. |
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