Ressignificação do xadrez na escola: a experiência dos seus processos de formação e ensino-aprendizagem aliados à mídia-educação

Abstract

Chess is an ancient activity and the result of a collective construction that has been carried out throughout human history. Due to this, its primary characteristic of the transmission of knowledge over time was decentralized oral and written language. Although its teaching and learning process continues to be linked to traditional methods, in recent decades, chess has undergone a process of modernization and major technological advances in its teaching and learning methods. This process also increasingly influences society, school, school physical education and the actions of its practitioners, demanding new elaborations and knowledge, as well as healthy and critical relationships with all this technology, whether inside or outside the school. It is understood that this technological advance needs to be committed to a critical perspective of education and chess technologies and knowledge, in order to overcome a merely instrumental vision. This study starts from the problem of the lack of opportunities for teacher training in relation to chess and media education and aimed to develop, apply and evaluate multimedia teaching material aimed at physical education teachers, aimed at training processes and chess teaching-learning, based on the principles of media education. This research has action research characteristics, with a qualitative character and seeks to understand the reasons that keep physical education teachers away from teaching chess at school, as well as their difficulties in relation to understanding and working with the principles of media education and of TDICs in the school environment. For data collection, questionnaires and a field diary were created; for data organization and analysis, writings based on the content analysis method were used. The study proposes as an educational product, a teaching material that was made available on the YouTube platform aimed at teachers, with the aim of contributing to the process of continued training regarding the teaching-learning process of chess at school combined with the principles of media-education and aimed at a conscious and reflexive appropriation of technologies. The results obtained in the study indicate that the intervention and collaboration in the preparation of teaching material contributed to the construction of new knowledge related to chess and media education, offering new possibilities for teachers' teaching practice. In relation to this new knowledge, we can mention new teaching methodologies, such as mini chess games, and the production of memes aimed at teaching chess.