O ensino do handebol a partir de uma proposta híbrida: contribuições do teaching games for understanding e do sport education
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2020-04-24
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Universidade Federal de Goiás
Resumo
It is understood that Physical Education is an area of knowledge responsible for giving
pedagogical treatment to various themes of body culture, among them, sport. However,
despite the advances in discussions about the teaching of sport, we are still frequently faced
with realities in which its teaching still takes place in a traditional way, centered on the teacher
and with an emphasis on technical learning. Against this perspective, we believe that sport
should be approached differently through a process that goes beyond the teaching of technical
gesture, seeking to meet broader educational purposes that imply the acquisition of an ability
to play smart as well as understand the sport in a broader way, collaborating for an omnilateral
formation. In turn, this work had the purpose of identifying and discussing the limits and
possibilities of using a hybrid teaching proposal, which included principles of the Teaching
Games for Understanding (TGfU) and Sport Education Model (SEM) teaching models in
teaching of Handball. Both models, each in their own way, share the idea that the sport
teaching process should be student-centered. TGfU is dedicated to the perspective of learning
technical-tactical content using the manipulation of the game as a tool based on the principles
of proper choice of the game, modification by representation, modification by exaggeration
and adjustment of tactical complexity. SEM, in turn, presents itself as a teaching model
governed by principles that are structured and articulated in the perspective of creating a
learning atmosphere rich in elements inherent to the sports scene. This time, this scenario will
consist of experiences and learning proper to institutionalized sport, however under an
adequate formative perspective that contemplates the demands of human formation and
significant appropriation of the sport. In view of this previous exposure on the models, we
believe that they complement each other while a hybrid proposal (TGfU + SEM) tends to
enhance the teaching of sport. Thus, based on action research, this study (conducted by the
planning and application of a didactic unit based on the hybridity of the models presented)
was carried out over 17 meetings, in a 9th grade class of elementary school in a public school
in the city. State Educational Network of Tocantins, in the city of Gurupi - TO. Interviews were
conducted, in and out, with the conducting teacher and questionnaires with students, also in
two moments (entrance and exit). Audio records were made by the researcher at the end of
some meetings, which were transcribed to compose the field diary. Filming of the classes was
also made, which, together with the interviews, the questionnaires and the field notebook,
composed the objects of observation and analysis of this study. Thus, the analysis of the data
regarding the implementation of the proposal allowed us to show significant advances in the
learning of technical-tactical as well as behavioral aspects and an appropriation of a broader
knowledge of the Handball modality. The observed progress reinforces the relevance of the
hybrid model, however we observed that some obstacles in the implementation of the model
pose as tangible challenges to the teacher and, also, the need for more research that will
collaborate to consolidate a consistent and viable field of knowledge when adopted in the
school reality, mainly in the context of Brazilian public schools.
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MOTA JUNYOR, J. L. R. O ensino do Handebol a partir de uma proposta híbrida: contribuições do teaching games for understanding e do sport education. 2020. 204 f. Dissertação (Mestrado em Educação Física em Rede) - Universidade Federal de Goiás, Goiânia, 2020.