Práticas pedagógicas inovadoras em educação física: um estudo de caso

• Ano de defesa: 2020
• Autor(a) principal: Callai, Ana Nathalia Almeida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/26339/0013000011xns
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação Física; UFSM; Programa de Pós-Graduação em Educação Física; Centro de Educação Física e Desportos
• Palavras-chave em Português: Educação física; Práticas pedagógicas inovadoras; Concepções docentes; Physical education; Innovative pedagogical practices; Teaching conceptions; CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA
• Link de acesso: http://repositorio.ufsm.br/handle/1/22730

This study was carried out through the Postgraduate Program in Physical Education, Area of Concentration in Sociocultural and Pedagogical Studies in Physical Education, at the Federal University of Santa Maria (UFSM/RS). We started by contextualizing innovative pedagogical practices in Physical Education, which is a type of teaching action, whose characteristics are the rupture of traditional teaching practices, in particular, by covering the contents of the curricular component on the various areas of knowledge, be they, anthropological, biological, physiological, philosophical, etc. These innovative pedagogical practices are related to the social recognition of the teacher, his process of professional and experiential training, ethical commitment to the profession, resilience, protagonism, among others. In view of these particularities, the concern arose to observe and meet a teacher with innovative characteristics in order to understand and identify which conceptions of being a Physical Education teacher are necessary for pedagogical practices with innovative characteristics. The study is justified by understanding that the teachers who are in the teaching role have a lot to contribute to the training of teachers and the qualification of education. The investigation was carried out through a qualitative case study, using as a data collection instrument: participant observations, field diaries, semi-structured interviews. To understand and study the data, we performed a content analysis through the semantic approach and documentary analysis of the PPP and School Rules. In relation to the results, it was possible to notice that the study teacher has conceptions of the world, society, of education, and Physical Education, which is based on human formation, perspectives that he built in his formative involvement during his initial and continuing education. Their pedagogical practices occur in a critical teaching bias, based on dialogue, communication, where students are protagonists in the construction of knowledge, and develop decision- making skills, since the teacher is trapped by the development of students' autonomy. As for the contents worked on, especially during the observations, they were gymnastics, fights and martial arts, both in a critical dimension, with diverse experiences, in addition to covering the transversal themes that emerged during the contents. We concluded with the study, that being a teacher with innovative characteristics, requires resilience, struggle, organization, planning and constant updates, in the case of Professor Marcos, even in the face of all difficulties, showed us the importance and impact that being a teacher has on students' lives. So, for him, education is a means by which he seeks to help in the construction of a more just, democratic world, and which enables the student to have a quality public education.