PRÁTICAS CORPORAIS DE AVENTURA NA NATUREZA: CONSTRUINDO E EXPERIMENTANDO POSSIBILIDADES PARA A EDUCAÇÃO FÍSICA ESCOLAR
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Data
2024
Autores
Orientador
Neuenfeldt, Derli Juliano
Banca
Neuenfeldt, Derli Juliano
Silva, Jacqueline Silva da
Schuck, Rogério José
Ilha, Phillip Vilanova
Título do periódico
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Resumo
O presente estudo investigou o ensino das Práticas Corporais de Aventura na Natureza (PCAN) nas aulas de Educação Física de uma turma do 9º Ano do Ensino Fundamental. O objetivo geral desta pesquisa foi investigar possibilidades do ensino das PCAN nas aulas de Educação Física dos Anos Finais do Ensino Fundamental em uma escola da rede estadual de educação do Município de Juína/MT. O estudo foi realizado com uma abordagem qualitativa, com aproximações da pesquisa-ação. Participaram desta pesquisa, o professor de Educação Física e uma turma do 9º Ano do Ensino Fundamental, composta por 34 alunos. A princípio, analisamos o Projeto Político Pedagógico (PPP) da unidade escolar, com objetivo de avaliar a existência de propostas que contemplem a Educação Ambiental (EA) no contexto escolar. Embora a EA não fosse o objetivo principal desta pesquisa, entendemos que sua presença no PPP escolar é de extrema importância. Isso, porque a EA promove o desenvolvimento de uma consciência cidadã do viver juntos, pois compreende que o homem faz parte da natureza. A seguir, foram desenvolvidas oito aulas de Educação Física, contemplando as PCAN. Além das atividades, foram realizados dois grupos de discussão para compreender a percepção dos alunos sobre as PCAN nas aulas de Educação Física. As informações foram coletadas e produzidas entre os meses de abril e junho de 2023. Os dados foram analisados com base nos pressupostos da Análise Textual Discursiva (ATD), proposta por Moraes e Galiazzi (2016), emergindo três categorias: Educação Ambiental nas políticas públicas brasileiras: avanços, silenciamentos e possibilidades; Experiências do trabalho docente com as práticas corporais de aventura na natureza nas aulas de educação física: enfrentando adversidades e resistências; Olhar para além da prática: percepções dos alunos sobre as práticas corporais de aventura na natureza nas aulas de Educação Física. Os resultados permitem afirmar que as PCAN compreendem uma possibilidade acessível que se apresenta no cenário educacional atual. Apesar dos desafios encontrados no decorrer desta pesquisa, como a desmotivação de alguns alunos e a inexistência de materiais e instalações adequados, demonstramos que é possível desenvolver uma proposta de ensino que abre novos horizontes, oferecendo alternativas às modalidades clássicas (futsal, vôlei, handebol e basquete), que são frequentemente apresentadas nas escolas.
The present study investigated the teaching of Body Practices of Adventure in Nature (PCAN) in Physical Education classes in a 9th year elementary school class. The general objective of this research was to investigate possibilities for teaching PCAN in Physical Education classes in the Final Years of Elementary School in a school in the state education network in the Municipality of Juína/MT. The study was carried out with a qualitative approach, with action research approaches. The Physical Education teacher and a class from the 9th year of Elementary School, made up of 34 students, participated in this research. Initially, we analyzed the school unit's Pedagogical Political Project (PPP), with the aim of evaluating the existence of proposals that include Environmental Education (EE) in the school context. Although EA was not the main objective of this research, we understand that its presence in the school PPP is extremely important. This is because EA promotes the development of a civic awareness of living together, as it understands that man is part of nature. Next, eight Physical Education classes were developed, covering the PCAN. In addition to the activities, two discussion groups were held to understand students' perception of PCAN in Physical Education classes. The information was collected and produced between the months of April and June 2023. The data was analyzed based on the assumptions of Discursive Textual Analysis (ATD), proposed by Moraes and Galiazzi (2016), three categories emerging: Environmental Education in public policies Brazilian women: advances, silences and possibilities; Experiences of teaching work with physical adventure practices in nature in physical education classes: facing adversity and resistance; Looking beyond practice: students’ perceptions about adventure body practices in nature in Physical Education classes. The results allow us to affirm that PCANs comprise an accessible possibility that presents itself in the current educational scenario. Despite the challenges encountered during this research, such as the lack of motivation of some students and the lack of adequate materials and facilities, we demonstrated that it is possible to develop a teaching proposal that opens new horizons, offering alternatives to classic modalities (futsal, volleyball, handball and basketball), which are frequently presented in schools.
The present study investigated the teaching of Body Practices of Adventure in Nature (PCAN) in Physical Education classes in a 9th year elementary school class. The general objective of this research was to investigate possibilities for teaching PCAN in Physical Education classes in the Final Years of Elementary School in a school in the state education network in the Municipality of Juína/MT. The study was carried out with a qualitative approach, with action research approaches. The Physical Education teacher and a class from the 9th year of Elementary School, made up of 34 students, participated in this research. Initially, we analyzed the school unit's Pedagogical Political Project (PPP), with the aim of evaluating the existence of proposals that include Environmental Education (EE) in the school context. Although EA was not the main objective of this research, we understand that its presence in the school PPP is extremely important. This is because EA promotes the development of a civic awareness of living together, as it understands that man is part of nature. Next, eight Physical Education classes were developed, covering the PCAN. In addition to the activities, two discussion groups were held to understand students' perception of PCAN in Physical Education classes. The information was collected and produced between the months of April and June 2023. The data was analyzed based on the assumptions of Discursive Textual Analysis (ATD), proposed by Moraes and Galiazzi (2016), three categories emerging: Environmental Education in public policies Brazilian women: advances, silences and possibilities; Experiences of teaching work with physical adventure practices in nature in physical education classes: facing adversity and resistance; Looking beyond practice: students’ perceptions about adventure body practices in nature in Physical Education classes. The results allow us to affirm that PCANs comprise an accessible possibility that presents itself in the current educational scenario. Despite the challenges encountered during this research, such as the lack of motivation of some students and the lack of adequate materials and facilities, we demonstrated that it is possible to develop a teaching proposal that opens new horizons, offering alternatives to classic modalities (futsal, volleyball, handball and basketball), which are frequently presented in schools.
Descrição
Palavras-chave
Ensino; Práticas Corporais de Aventura na Natureza; Educação Física; Educação Ambiental; Teaching; Adventure Body Practices in Nature; Physical education; Environmental education
Citação
SCHOENBERGER, Valdenir. PRÁTICAS CORPORAIS DE AVENTURA NA NATUREZA: CONSTRUINDO E EXPERIMENTANDO POSSIBILIDADES PARA A EDUCAÇÃO FÍSICA ESCOLAR. 2023. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 05 dez. 2023. Disponível em: http://hdl.handle.net/10737/4333.