Lazer, atitudes e saberes na escola: Um relato de experiência no ensino médio
This work is characterized as an account of practical experience entitled, leisure, attitudes and knowledge in school: an experience report in high school developed in school State Floriano Cavalcanti. Initially we apply a diagnostic questionnaire with open questions about leisure, school and physic...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | bachelorThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/47881 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| id |
ri-123456789-47881 |
|---|---|
| record_format |
dspace |
| institution |
Repositório Institucional |
| collection |
RI - UFRN |
| language |
pt_BR |
| topic |
Escola, lazer e educação física School, recreation and physical education |
| spellingShingle |
Escola, lazer e educação física School, recreation and physical education Silva, Danielly Daiany da Lazer, atitudes e saberes na escola: Um relato de experiência no ensino médio |
| description |
This work is characterized as an account of practical experience entitled, leisure, attitudes and knowledge in school: an experience report in high school developed in school State Floriano Cavalcanti. Initially we apply a diagnostic questionnaire with open questions about leisure, school and physical education in order to diagnose the previous knowledge that a round of evening high school class consisting of 30 students of both sexes had will of the theme. After analyzing the questionnaires began to interventions where we present and work in each class of the leisure content (physical, manual, artistic, social and intellectual) so that the knowledge expressed in the questionnaire answered by the students served as a reference for the production of classes. To the activities proposed to take the materials school students' daily life in the wake of a critical eye view on issues surrounding the recreation of the universe. To start the application period classes at school with the aim of presenting the cultural leisure contents proposed by Dumazedier (1980) and explore the knowledge and attitudes that leisure can manifest at school built a teaching unit specifying the theme of each lesson and how we wanted to develop them. Systematized six classes where the proposal for each was present at each meeting of the five leisure contents, showing the possibilities of experiencing each content in the school environment, will discuss the attitudes and awakening knowledge for leisure. The six classes were held in the school yard, in the dance room and on the ground, the rotation in the choice of locations for implementation of each class was important for students to realize the usefulness that these spaces had to offer. To end the classes application period developed a final activity home, where we call 'leisure selfie'. The proposal was that students registrassem through selfie your leisure time and will reflect about some points that work during classes. The idea was that the selfie brought to school as is the timing of leisure each, and if that pleasure is something programmed or is an escape from routine or work. The class responded positively to the proposal from the beginning and how to assess whether the objective was achieved left students motivated with classes, as brought to the school environment some of the issues that have generated debates and conflicts, which is the use of cell phone in school, and the purpose of this selfie revealed the importance that dialogue with what students are awakening a critical look around everyday issues and good use of the media to expand knowledge within the school. I therefore conclude that it is possible to bring pleasure to school and unravel many questions circulating the theme. |
| author2 |
Souza, Francisco Emílio Simplício de |
| author_facet |
Souza, Francisco Emílio Simplício de Silva, Danielly Daiany da |
| format |
bachelorThesis |
| author |
Silva, Danielly Daiany da |
| author_sort |
Silva, Danielly Daiany da |
| title |
Lazer, atitudes e saberes na escola: Um relato de experiência no ensino médio |
| title_short |
Lazer, atitudes e saberes na escola: Um relato de experiência no ensino médio |
| title_full |
Lazer, atitudes e saberes na escola: Um relato de experiência no ensino médio |
| title_fullStr |
Lazer, atitudes e saberes na escola: Um relato de experiência no ensino médio |
| title_full_unstemmed |
Lazer, atitudes e saberes na escola: Um relato de experiência no ensino médio |
| title_sort |
lazer, atitudes e saberes na escola: um relato de experiência no ensino médio |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2015 |
| url |
https://repositorio.ufrn.br/handle/123456789/47881 |
| work_keys_str_mv |
AT silvadaniellydaianyda lazeratitudesesaberesnaescolaumrelatodeexperiencianoensinomedio |
| _version_ |
1773966318568996864 |
| spelling |
ri-123456789-478812022-06-15T11:37:00Z Lazer, atitudes e saberes na escola: Um relato de experiência no ensino médio Silva, Danielly Daiany da Souza, Francisco Emílio Simplício de Souza, Francisco Emilio Simplício de Surdi, Aguinaldo César Santos, Antônio de Pádua dos Escola, lazer e educação física School, recreation and physical education This work is characterized as an account of practical experience entitled, leisure, attitudes and knowledge in school: an experience report in high school developed in school State Floriano Cavalcanti. Initially we apply a diagnostic questionnaire with open questions about leisure, school and physical education in order to diagnose the previous knowledge that a round of evening high school class consisting of 30 students of both sexes had will of the theme. After analyzing the questionnaires began to interventions where we present and work in each class of the leisure content (physical, manual, artistic, social and intellectual) so that the knowledge expressed in the questionnaire answered by the students served as a reference for the production of classes. To the activities proposed to take the materials school students' daily life in the wake of a critical eye view on issues surrounding the recreation of the universe. To start the application period classes at school with the aim of presenting the cultural leisure contents proposed by Dumazedier (1980) and explore the knowledge and attitudes that leisure can manifest at school built a teaching unit specifying the theme of each lesson and how we wanted to develop them. Systematized six classes where the proposal for each was present at each meeting of the five leisure contents, showing the possibilities of experiencing each content in the school environment, will discuss the attitudes and awakening knowledge for leisure. The six classes were held in the school yard, in the dance room and on the ground, the rotation in the choice of locations for implementation of each class was important for students to realize the usefulness that these spaces had to offer. To end the classes application period developed a final activity home, where we call 'leisure selfie'. The proposal was that students registrassem through selfie your leisure time and will reflect about some points that work during classes. The idea was that the selfie brought to school as is the timing of leisure each, and if that pleasure is something programmed or is an escape from routine or work. The class responded positively to the proposal from the beginning and how to assess whether the objective was achieved left students motivated with classes, as brought to the school environment some of the issues that have generated debates and conflicts, which is the use of cell phone in school, and the purpose of this selfie revealed the importance that dialogue with what students are awakening a critical look around everyday issues and good use of the media to expand knowledge within the school. I therefore conclude that it is possible to bring pleasure to school and unravel many questions circulating the theme. O presente trabalho se caracteriza como um relato de experiência prática intitulada, lazer, atitudes e saberes na escola: um relato de experiência no ensino médio desenvolvido na escola Estadual Floriano Cavalcanti. Inicialmente aplicamos um questionário diagnóstico com questões abertas sobre lazer, escola e educação física com o intuito de diagnosticar os conhecimentos prévios que uma turma do turno vespertino do ensino médio, composta por 30 alunos de ambos os sexos possuíam á respeito da temática. Após análise dos questionários teve início às intervenções onde apresentamos e trabalhamos em cada aula um dos conteúdos do lazer (físico, manual, artístico, social e intelectual) de forma a que o conhecimento expresso no questionário respondido pelos alunos serviu de referencia para a produção das aulas. Para as atividades propostas levamos para a escola materiais do cotidiano dos alunos no intuito de despertar um olhar crítico em torno de questões que circundam o universo do lazer. Para iniciar o período de aplicação das aulas na escola com o objetivo de apresentar os conteúdos culturais do lazer propostos por Dumazedier (1980) e explorar os saberes e atitudes que o lazer pode manifestar no ambiente escolar construímos uma unidade didática especificando o tema de cada aula e como pretendíamos desenvolvê-las. Sistematizamos seis aulas onde a proposta de cada uma foi apresentar em cada encontro um dos cinco conteúdos do lazer, mostrando as possibilidades de vivenciar cada conteúdo no ambiente escolar, discutindo á respeito das atitudes bem como despertando saberes para o lazer. As seis aulas foram realizadas no pátio da escola, na sala de dança e no térreo, o rodízio na escolha dos locais para aplicação de cada aula foi importante para que os alunos percebessem a utilidade que estes espaços tinham a oferecer. Para encerrar o período de aplicação das aulas desenvolvemos uma atividade final para casa, onde chamamos de ‘selfie do lazer’. A proposta foi que os alunos registrassem por meio do selfie o seu momento de lazer e, refletisse á respeito de alguns pontos que trabalhamos no decorrer das aulas. A ideia era que o selfie trouxesse para a escola como está a escolha do momento de lazer de cada um, bem como se esse lazer é algo programado ou se representa uma fuga da rotina ou do trabalho. A turma respondeu positivamente á proposta desde o principio e a forma de avaliar se o objetivo da pesquisa foi alcançado deixou os alunos motivados com as aulas, pois trouxemos para o ambiente escolar umas das questões que tem gerado debates e conflitos, que é o uso do celular na escola, e a proposta deste selfie revelou a importância que é dialogar com o que os alunos têm despertando um olhar crítico em torno de questões do cotidiano e o bom uso de um dos meios de comunicação para ampliação de conhecimento dentro da escola. Concluo assim, que é possível trazer o lazer para escola e desvendar inúmeras questões que circulam a temática. 2015-12-29T12:08:35Z 2022-06-15T11:37:00Z 2015-12-29T12:08:35Z 2022-06-15T11:37:00Z 2015-12-02 bachelorThesis 2012935315 SILVA, Danielly Daiany da. Lazer, atitudes e saberes na escola: Um relato de experiência no ensino médio. 2015. 63f. Trabalho de Conclusão de Curso (Graduação em Educação Física) - Departamento de Educação Física, Universidade Federal do Rio Grande do Norte, Natal, 2015. https://repositorio.ufrn.br/handle/123456789/47881 pt_BR openAccess application/octet-stream Universidade Federal do Rio Grande do Norte Brasil UFRN Educação Física |