Das situações-limite ao inédito viável: prática interdisciplinar sobre skate

• Ano de defesa: 2025
• Autor(a) principal: Oliveira, Augusto Diesel de
• Orientador(a): Mazzardo Junior, Oldemar
• Banca de defesa: Mazzardo Júnior, Oldemar , Ahlert, Alvori , Brandão, Leonardo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Marechal Cândido Rondon
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Física - Mestrado Profissional
• Departamento: Centro de Ciências Humanas, Educação e Letras
• País: Brasil
• Palavras-chave em Português: Skate; Interdisciplinaridade; Educação Física
• Área do conhecimento CNPq: CIÊNCIAS DA SAÚDE:EDUCAÇÃO FÍSICA
• Link de acesso: https://tede.unioeste.br/handle/tede/7835

Skateboarding has a spectacular history that has established it as an important sport practice in Brazil. From the BNCC, it has become part of Physical Education content. Despite being a consolidated and contemporary practice, skateboarding is practically unexplored in schools as it presents numerous "limit situations" that hinder its teaching in Physical Education classes and, consequently, in interdisciplinary practices that are so important for the integral education of students. Objectives: to apply an interdisciplinary activity on skateboarding with the curricular components of Physical Education, Portuguese Language, English Language, Art, History, Geography, Science, and Mathematics, through the knowledge objects and skills proposed by the BNCC for 6th and 7th-grade classes. Methods: a qualitative exploratory study based on action research was conducted through two semi-structured interviews, one before the implementation of the interdisciplinary proposal, and another after its execution. Results: from qualitative analyses, a topic emerged regarding skateboarding and its relationship with interdisciplinary approaches to knowledge, highlighting the challenges and strategies for interdisciplinary practices, such as the lack of structure, time, and experience to enable and deepen such initiatives. However, the results also indicate that this approach can stimulate students' interest through creative and critical dynamics about certain pedagogical components. It is evident that interdisciplinary practice expands possibilities for action in the conceptual, procedural, and attitudinal dimensions of curricular components, transcending traditional teaching by enriching educational experiences, enhancing student enthusiasm, and consequently, learning. Conclusions: interdisciplinary practice allowed students to develop concepts, procedures, and attitudes, understand content with greater depth, demonstrate engagement in activities, and overcome stereotypes between teachers and students on the subject.