Ludicidade: a brincadeira como uma ferramenta facilitadora no processo de ensino aprendizagem nas aulas do Brazilian Jiu-Jitsu no âmbito escolar
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2016
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O presente estudo aborda importância do método lúdico nas aulas de Jiu-Jitsu como disciplina curricular obrigatória nas escolas do emirado de Abu Dhabi. Caracteriza-se por um estudo qualitativo, de caso que obedece o paradigma pesquisa-ação. A amostra foi composta de 15 professores e 90 crianças com a faixa etária de 10 a 11 anos de idade que praticavam o Jiu-Jitsu como disciplina curricular obrigatória no ambiente escolar. Discutimos a necessidade e como os professores vem utilizando método lúdico em suas aulas. E também investigamos o nível de satisfação das crianças quando submetidas a dinâmicas lúdicas durante as aulas de Jiu-Jitsu. Este estudo justifica-se pela necessidade de discutirmos e investigar-mos, métodos e pedagogias que promovam um auxilio ao professor e um auxilio ao aprendizado para as crianças que praticam o Jiu-Jitsu no ambiente escolar. Entrevistamos 15 professores de Jiu-Jitsu que atuam nas escolas, depois transcrevemos as entrevistas e realizamos uma analise do discurso para realizar a primeira parte de tratamento dos dados. No segundo momento realizamos um método de investigação que obedece o paradigma pesquisa-ação. O investigador aplicou o método lúdico em suas aulas de Jiu-Jitsu na sua escola a fim de investigar o nível de satisfação dos alunos com o método lúdico. Ele aplicou um questionário lúdico aos seus alunos colocando três faces de expressão: uma alegre, uma neutra e uma triste. Cada uma em uma parede diferente. Após o termino de cada momento lúdico da aula ele pedia para que os alunos escolhessem a expressão que demonstrassem como os alunos estavam se sentindo. Para avaliar a aprendizagem foi selecionado o maior critério de sucesso da lição do dia da pertencente aula, se o aluno o atingisse, considerou-se que ele obteve o aprendizado. Neste estudo concluímos que o método lúdico vem sendo utilizado pelo fato de que o ambiente escolar possui uma maior necessidade do que um ambiente de academia (ginásios e clubes). E que na escola o método lúdico facilita o processo de ensino aprendizagem do jiu-Jitsu. As barreiras enfrentadas pelos professores são, o excesso de documentos que ele tem que preencher durante a aula, a comunicação e o tempo de aula. Com relação ao nível de satisfação, percebeu-se que quanto mais se aplicava o método lúdico, os alunos se sentiam mais satisfeitos durante a aula.
This study addresses the importance playful method in Jiu-Jitsu curriculum as a compulsory subject in schools emirate of Abu Dhabi. It is characterized by a qualitative study of case that follows the action research paradigm. The sample consisted of 15 Jiu-Jitsu coaches and 90 children in the age group 10-11 years old who practiced Jiu-Jitsu curriculum as a compulsory subject at school. We discussed the need and how teachers have been using playful method in their classes. And we also investigate the level of satisfaction of children when exposed to recreational dynamics during Jiu-Jitsu. This study is justified because we need to discuss and investigate methods and pedagogies that promote aid to the teacher and an aid to learning for children who do Jiu-Jitsu in the school environment. We interviewed 15 Jiu-Jitsu teachers who work in schools, then transcribed the interviews and conducted a discourse analysis to carry out the first part of data processing. In the second phase we conducted a research method that follows the action research paradigm. The researcher applied the playful method in their Jiu-Jitsu classes in your school in order to investigate the level of student satisfaction with the playful method. He applied a playful quiz to his students placing three faces of expression: a happy, neutral and sad. Each one in a different wall. After the end of each class playful moment he asked for students to choose the expression to demonstrate how students were feeling. To assess learning, was selected the biggest criterion of lesson successful criterion of belonging class if the student to reach, it was considered that he obtained learning. In this study we conclude that the playful method has been used by the fact that the school environment has a greater need than a gym environment (gyms and clubs). And that in school the playful method facilitates the teaching process learning jiu-jitsu. The barriers faced by teachers are over documents he has to fill in class, communication and class time. Regarding the level of satisfaction, it was realized that the more applied the playful method, the students felt more satisfied during class.
This study addresses the importance playful method in Jiu-Jitsu curriculum as a compulsory subject in schools emirate of Abu Dhabi. It is characterized by a qualitative study of case that follows the action research paradigm. The sample consisted of 15 Jiu-Jitsu coaches and 90 children in the age group 10-11 years old who practiced Jiu-Jitsu curriculum as a compulsory subject at school. We discussed the need and how teachers have been using playful method in their classes. And we also investigate the level of satisfaction of children when exposed to recreational dynamics during Jiu-Jitsu. This study is justified because we need to discuss and investigate methods and pedagogies that promote aid to the teacher and an aid to learning for children who do Jiu-Jitsu in the school environment. We interviewed 15 Jiu-Jitsu teachers who work in schools, then transcribed the interviews and conducted a discourse analysis to carry out the first part of data processing. In the second phase we conducted a research method that follows the action research paradigm. The researcher applied the playful method in their Jiu-Jitsu classes in your school in order to investigate the level of student satisfaction with the playful method. He applied a playful quiz to his students placing three faces of expression: a happy, neutral and sad. Each one in a different wall. After the end of each class playful moment he asked for students to choose the expression to demonstrate how students were feeling. To assess learning, was selected the biggest criterion of lesson successful criterion of belonging class if the student to reach, it was considered that he obtained learning. In this study we conclude that the playful method has been used by the fact that the school environment has a greater need than a gym environment (gyms and clubs). And that in school the playful method facilitates the teaching process learning jiu-jitsu. The barriers faced by teachers are over documents he has to fill in class, communication and class time. Regarding the level of satisfaction, it was realized that the more applied the playful method, the students felt more satisfied during class.
Descrição
Dissertação de Mestrado em Ciências do Desporto, Especialização em Desenvolvimento da Criança
Palavras-chave
Escola , Método lúdico , Jiu-jitsu