O processo de transição da educação infantil para o ensino fundamental: pensando e repensando a educação física

• Ano de defesa: 2020
• Autor(a) principal: Silva, Daniela Fernanda Rodrigues da
• Orientador(a): Silva, Paula Cristina da Costa
• Banca de defesa: Costa, Andrize Ramires , Surdi, Aguinaldo Cesar
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; Mestrado Profissional em Educação Física em Rede Nacional
• Programa de Pós-Graduação: Programa de Mestrado Profissional em Educação Física em Rede Nacional
• Departamento: Centro de Educação Física e Desportos
• País: BR
• Palavras-chave em Português: Educação física escolar; Educação Infantil; Práticas pedagógicas; Ensino fundamental
• Área do conhecimento CNPq: Educação Física
• Link de acesso: http://repositorio.ufes.br/handle/10/15025

The work aims to develop a process of teaching-learning that responds the demands in the period of transition from the elementary school to the junior high school. In order to accomplish this task, a qualitative research was developed in which the investigator acted as participant-researcher. The data gathering took place in physical education classes developed at a State School of Elementary Education of Early Years, in Nanuque/MG, in 1st degree class. The class records were made by photos and notes in a field notebook, their evaluations took place in a dialogic way and through drawings produced by the children during the interventions. 27 classes were held that addressed the contents of Gymnastics for All, Athletics and Spontaneous Play. As one of the results, an activity booklet was prepared with the purpose of guiding actions for this transition phase. The other results include the perception that dialogue is the thread of good relations and understanding of what is proposed and that the school (professionals and ambience) can be adapted to the students, yet no such initiatives were realized during the research. It was also noted that the responsibility for conducting the learning process falls heavily on the performance of the Physical Education teacher, with no effective involvement of the other school actors. As a conclusion, it is pointed out that it is necessary to think of a pleasant and playful way for children to experience the transition from the elementary school to the junior high school, involving the entire school community in planning and educational actions in the sense of adapting schools (be it in relation to periods and spaces) so that it is possible to welcome students in a humanized way. It is noteworthy that in this process, the Physical Education teacher plays an essential function as facilitator of learning by providing the protagonist role to students in such a construction.