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Item O ensino de esportes de invasão na Educação Física escolar: construção e análise de uma proposta de ensino pautada nos jogos desportivos coletivos e nos estilos de ensino(Universidade Federal de Goiás, 2020-08-27) Macêdo, João Arlindo dos Santos; Rodrigues, Heitor de Andrade; http://lattes.cnpq.br/5052716297920478; Rodrigues, Heitor de Andrade; Krahenbuhl, Tathyane; Bungenstab, Gabriel CarvalhoThe present study results from an articulation between the Collective Sports Games model (CSG) and the Reciprocal (R), Divergent Production (DP) and Guided Discovery (GD) teaching styles in the teaching-learning process of handball and futsal in a 5th grade of elementary school, in a municipal public school in Senador Canedo. Thus, the general objective was to develop, apply and evaluate a didactic unit for teaching invasion sports with a focus on handball and futsal, with CSG and the R, DP and GD teaching styles as the guiding principles. In turn, the specific objectives were envisioning didactic alternatives with the potential to assist student engagement and learning based on the teaching model and styles used. Regarding the methodological procedures, it was a qualitative research, guided by the action research method. In the collection of data, we used the techniques of participant observation for the set of sixteen classes and three focus groups with the students, which occurred at the beginning, middle and closing of classes. After the implementation of the research, we analyzed the data collected using the content analysis technique from the categories participation and learning and didactic-pedagogical adjustments. Regarding teaching styles, the results of this revealed that the teaching style R proved to be beneficial for learning in the researched teaching stage, mobilizing students to start a more active and collaborative learning behavior. The teaching styles DP and GD were advantageous for students with greater knowledge about the sport, but were restricted to other students, as they demand greater cognitive demand and experience on the part of the teacher. In view of this, the results lead to the centrality of three aspects linked to teaching and learning. Which were: 1) the time necessary for the development of teaching styles and the knowledge of play related to them; 2) the teacher's level of experience in handling the CSG model and teaching styles and 3) the characteristics of a school culture with limiting aspects for teaching and learning based on an active teaching format.Item E-book interativo para o ensino do tênis de campo na Educação Física escolar(Universidade Federal de Goiás, 2020-04-28) Madureira, Edymar Patryk; Gemente, Flórence Rosana Faganello; http://lattes.cnpq.br/9789647065401781; Gemente, Flórence Rosana Faganello; Silva, Ana Paula Salles da; Lisbôa, Mariana MendonçaTennis is a body practice widespread worldwide and has a high educational power. Therefore, its presence in school environments is practically nonexistent. Schools that have tennis practice are rare. Lack of material, adequate infrastructure and specific knowledge on tennis are amongst the main arguments put forward by teachers for not including that sport in their classes. Alternatively, digital technologies of information and communication (TDICs) are increasingly present in schools, bringing new challenges and new possibilities for the educational field. Thus, and by seeking to merge the teaching of tennis in schools, TDICS and guiding principles of media-education, our general objective is to elaborate and evaluate, based on suggestions given by physical education teachers, the use of an interactive e-book for the development of tennis in school. We have used a qualitative methodology involving elements from the research-action. By means of questionnaires applied to 178 students of the Professional Masters’ course in Physical education in the National Network of UNESP (PROEF), National Network from UNESP (PROEF), it has identified the reason by which professional of physical education do not work tennis sports in their schools. Afterwards, we tried to identify elements to support the e-book creation. This way, the teachers suggested contents and didactics, pedagogical elements that should be in the e-book and that, could help them in the process of developing tennis in schools. With these elements, we built the first e-book version. It was evaluated throughout an interview given by three teachers selected among the participants who responded the questionnaire. After this evaluation, we had an intervention in a State public school in Palmas - Tocantins, followed by an interview with the teacher responsible for the intervention and evaluated the e-book. The results show that the lack of specific materials, inadequate space for tennis, lack of specific knowledge about the sport, lack of books and research aimed at teaching tennis in schools are the main obstacles for tennis developing in schools. However, they are no reasons to not to work tennis sports in schools. The e-book has presented new possibilities for teaching and learning related to the development of tennis in schools, TDICs and media-education to the teachers who evaluated it. It has brought real and concrete possibilities to work tennis spots in school. It has stimulated the interest of other students in school, the principal’s and the teachers involved in the e-book evaluation process to work tennis by using the e-book as a starting point.Item Práticas corporais de aventura na Educação Física escolar: uma proposta de ensino com base na metodologia crítico-superadora(Universidade Federal de Goiás, 2020-04-03) Morais, Gleison Gomes de; Inácio, Humberto Luís de Deus; http://lattes.cnpq.br/4114148723699030; Silv, Paula Cristina da Costa; Pereira, Dimitri Wuo; Inácio, Humberto Luís de DeusThe research presented here has as its object of study the teaching of the Corporal Adventure Practices in Physical Education classes in Elementary School. The research problem consisted in identifying how the teaching of Corporal Adventure Practices can occur in Physical Education classes under the light of the critical-overcoming methodology and also in diagnosing the didactic-pedagogical resources necessary for this to occur. The general objective of this research was to develop a didactic-pedagogical sequence of the Corporal Adventure Practices based on the types of displacements proposed by Inácio et al (2016) that organizes them in sliding, walking / running, rolling and falling, in order to expand the knowledge of 6th grade students in a public school in Goiânia. It is an Action Research that used the formal PE classes as experimentation tools and for data collection: questionnaires, field diaries and iconographic records. The research revealed significant possibilities for teaching PCAs at school, including the use of the class sequencer as a strategy for class planning and the diversification of body adventure practices offered within a period of time. As limits, the scarcity of materials used can be presented.Item O ensino do handebol a partir de uma proposta híbrida: contribuições do teaching games for understanding e do sport education(Universidade Federal de Goiás, 2020-04-24) Mota Júnyor, Jorge Luiz Rodrigues; Krahenbühl, Tathyane; http://lattes.cnpq.br/2409655249432276; Krahenbühl, Tathyane; Machado, João Cláudio Braga Pereira; Rodrigues, Heitor de AndradeIt 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.Item Educação Física em uma escola do campo: uma experiência com o ensino dos esportes(Universidade Federal de Goiás, 2020-07-27) Silva, Fabiana Francisca de Lima; Furtado, Roberto Pereira; http://lattes.cnpq.br/4253703423730148; Furtado, Roberto Pereira; Rodrigues, Heitor de Andrade; Garcia, Lênin TomazettSchool physical education is a discipline that has peculiar characteristics and sport is a teaching content, inseparable from the opportunity to learn to compete. The present study had the objective of developing a Didactic Sequence for the teaching of sports, organizing the modalities by the internal logic and providing for a pedagogical competition in a rural school. During the research, we sought to analyze the students' conceptions and representations about sport and pedagogical competitions, evaluating whether the development of the Didactic Sequence and the proposed competition provided significant learning to students. Sport pedagogy has investigated and expanded the possibilities of understanding the sports phenomenon and has collaborated with current methodologies, which aim to increase the knowledge directed to pedagogical interventions in the teaching and learning processes of sports practices. In order to understand and deepen the central theme of the research, we sought the contribution of several authors who understand competition in the school context as a perspective of integral development, that is, a pedagogical competition and believe in the resignification of school competition as a content to be taught to students. For data collection, participant observations were made, with field diary records, of the pedagogical sequence, as well as of the event; and Focus groups, carried out before and after the sequence of classes and competition. As a main result, major changes were observed in comparison to the organization of events and the teaching of sports in previous years. It was evidenced that the pedagogical process based on a pedagogical competition had an evident impact on individual and collective behavior.Item Esporte na Educação Física escolar: uma proposta pedagógica no ensino do handebol(Universidade Federal de Goiás, 2020-04-30) Silva, Rodrigo Márcio de Oliveira e; Greco, Pablo Juan; http://lattes.cnpq.br/4651135192327539; Costa, Gustavo De Conti Teixeira; http://lattes.cnpq.br/9537322186772529; Costa, Gustavo De Conti Teixeira; Rodrigues, Heitor de Andrade; Guimarães, Juracy da SilvaTraditionally, sport was taught in Physical Education classes in a technocratic way, based on the development of technical skills in isolation. Contrary to this approach, Teaching Games For Understanding (TGFU), intended that attention be devoted to tactical understanding of the game. In addition, the literature on sports pedagogy indicates an important potential of this teaching model in students' sports learning, as well as in their motivation for sports practice and in Physical Education classes. When analyzing the scientific production that deals with the teaching of sport in Brazilian Physical Education, there is a low production in this field, in addition to the need for propositional studies that can assist teachers in the development of their daily work. Thus, the objective of this work was to evaluate the students' tactical and technical learning, the motivation to practice sports and cognitive skills, after application in a teaching unit. teaching handball. The sample consisted of 68 7th grade elementary school students, aged between 11 and 13 years old, divided into three groups: TGFU Group - handball Teaching through TGFU (24 students), Traditional Group - handball Teaching by through the traditional technical model (23 students) and the Non Invasion Group - Control group that had the teaching of another non-invasion sport (21 students). The results showed that the TGFU group showed greater technical and tactical learning, higher score related to intrinsic motivation, when compared to the other groups. With regard to cognitive skills, it was observed that there was a change in them both in the group of students subject to the TGFU model, as well as the technical-traditional model. It is concluded that the teaching of sport through the TGFU model, in school Physical Education, enables the best tactical-technical learning, as well as an increase in students' motivation and cognitive skills.Item Jogos escolares do estado do Tocantins: uma proposta de adaptação da modalidade futsal(Universidade Federal de Goiás, 2020-04-27) Souza, Marcos Junio Graciano de; Krahenbühl, Tathyane; http://lattes.cnpq.br/2409655249432276; Krahenbühl, Tathyane; Scaglia, Alcides José; Rodrigues, Heitor de AndradeWhen understanding sport for educational purposes, it is necessary to give space to the importance of competition in this process, as it is present in the daily activities of contemporary man and is a component of human life and which certainly attributes the expected pedagogical character to it positive results can be achieved in the training of students. In this sense, school sports events must be aligned with the school's pedagogical actions and, for this, be organized in order to meet educational demands. The general objective of this study was to analyze the Games Escolares do Tocantins, in the category of 12 to 14 years old in the futsal modality, to check if the proposed rules are in accordance with the pedagogical assumptions of the school's sport teaching. Among the specific objectives we seek to indicate a competitive proposal with the adaptations identified by the teachers and in the literature on the theme, which meet the pedagogical needs of the student's education in the 12 to 14 age group. This is a documentary and field research, of a qualitative nature, descriptive, exploratory and purposeful. This proposal was built on the basis of interviews with teachers from the state of Tocantins, who participated in the state stage of JET’s, in the year 2019, in the futsal modality and which provided elements for proposing a pilot competition. We identified that the Tocantins School Games lack some adjustments in the referred modality and category, as they touch the bureaucratic aspects, as well as the rules and regulations to meet the pedagogical assumptions of the sport. As a product, a guide was generated in which sports managers in the education area and Physical Education teachers who work with school teams can use it to base school sports championships, in order to meet the pedagogical possibilities of this event.