Proposta metodológica para ensino de lutas no processo pedagógico da educação física escolar – conteúdos conceituais, atitudinais e procedimentais
Ficheiros
Data
2018-07-12
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
O propósito deste estudo foi conhecer o entendimento dos professores de educação física escolar sobre as Lutas no Brasil considerando estas aulas presentes num contexto educacional público e obrigatório no currículo escolar. Desta forma será apresentado um modelo de ensino e aprendizagem das Lutas (Karatê, Judô, Taekwondo e Lutas associadas), baseado numa pesquisa bibliográfica, experimental e descritiva. Recorreu-se à metodologia quanti-qualitativa, através de aplicação de 02 questionários, da aplicação de uma entrevista (semiestruturada), tendo sido aprovadas por experts (Doutores em Ciências do Desporto) como também foram realizados pré-questionários para teste de uso dos mesmos com 25 profissionais da área. As entrevistas foram aplicadas a 112 professores de educação física escolar,de quatro cidades da baixada Santista no estado de São Paulo (Santos, Cubatão, Guarujá e Bertioga),tendo as mesmas sido analisadas e gravadas para posterior tratamento das respostas, através de análise de conteúdo. Com base no resultado desta análise surgiram algumas conclusões: o ensino das lutas dentro do contexto escolar ainda possuiu dificuldades por parte do ensinar pelos professores, apesar de existir um bloco de conteúdos que estão nas diretrizes dos PCN’S (bloco de conteúdosconceitual, atitudinal e procedimental) os mesmos trabalham em quase sua maioria o procedimental, os professores não tiveram em sua formação inicial nas IES uma boa base onde os mesmos não são especialistas em lutas, na maioria das escolas não existe um espaço físico apropriado como também material para as aulas, muitos professores gostariam de ter capacitações contínuas e permanentes para o aprendizado das lutas principalmente nas habilidades motoras, jogos e iniciação esportiva, sabem que ao trabalhar as lutas começam a ter resultados expressivos na disciplina e no respeito, identificam as lutas como um movimento corporal importante a ser ensinado aos alunos e salientam a necessidade de mais horas-aulas para desenvolveram a reflexão entre os alunos e prepararem melhor seus conteúdos.
The purpose of this study was to understanding the physical education teachers about the struggles in Brazil considering these classes present in a public and compulsory educational context in the school curriculum. This way you will see a model of teaching and learning Fights (Karate, Judo, Taekwondo and struggles associated), based on literature, experimental and descriptive research. Resorted to quantitative and qualitative methodology, by application of 02 questionnaires, the application of an interview (semi-structured), have been approved by experts (doctors) and were also conducted pre-surveys of the same with 25 professionals. The interviews were administered to 112 teachers of physical education, four cities of Santos in São Paulo (Santos, Cubatão, Guarujá and Bertioga) and the same been analyzed and recorded for later processing of responses by analysis content. Based on the outcome of this analysis emerged some conclusions: the teaching of fights within the school context still owned difficulties by the teaching by teachers, although there is a content block that are the guidelines of' PCN’S (conceptual contents - conceptual, attitudinal and procedural) they work in almost mostly the procedural, teachers were not in their initial training in IES is a good base where the same are not fighting experts, in most schools there is an appropriate physical space as well as material for classes many teachers would like to have continuous and permanent training for the learning of the struggles especially in motor skills, games and sports initiation, know that when working the struggles begin to have significant results on discipline and respect, identify the struggles as an important body movement to be taught to students and emphasized the need for more hours classes to develop reflection among students and better prepare their content
The purpose of this study was to understanding the physical education teachers about the struggles in Brazil considering these classes present in a public and compulsory educational context in the school curriculum. This way you will see a model of teaching and learning Fights (Karate, Judo, Taekwondo and struggles associated), based on literature, experimental and descriptive research. Resorted to quantitative and qualitative methodology, by application of 02 questionnaires, the application of an interview (semi-structured), have been approved by experts (doctors) and were also conducted pre-surveys of the same with 25 professionals. The interviews were administered to 112 teachers of physical education, four cities of Santos in São Paulo (Santos, Cubatão, Guarujá and Bertioga) and the same been analyzed and recorded for later processing of responses by analysis content. Based on the outcome of this analysis emerged some conclusions: the teaching of fights within the school context still owned difficulties by the teaching by teachers, although there is a content block that are the guidelines of' PCN’S (conceptual contents - conceptual, attitudinal and procedural) they work in almost mostly the procedural, teachers were not in their initial training in IES is a good base where the same are not fighting experts, in most schools there is an appropriate physical space as well as material for classes many teachers would like to have continuous and permanent training for the learning of the struggles especially in motor skills, games and sports initiation, know that when working the struggles begin to have significant results on discipline and respect, identify the struggles as an important body movement to be taught to students and emphasized the need for more hours classes to develop reflection among students and better prepare their content
Descrição
Doutoramento em Ciências do Desporto
Palavras-chave
lutas , artes marciais , educação física escolar , aprendizagens e modelo de ensino