O uso docente do smartphone e da fotografia nas aulas de educação física do ensino fundamental I

• Autor(a) principal: Fiel, Priscila Fátima da Silva
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
• Texto Completo: http://bibliotecatede.uninove.br/handle/tede/2892
• topic: educação física; smartphone; fotografia; semiótica; physical education; smartphone; photography; semiotics; educación física; smartphone; fotografía; semiótica; CIENCIAS HUMANAS::EDUCACAO

This research assumes that the increasing insertion of the use of digital technologies nowadays, including the educational area, requires new skills, competences and attitudes of the educator in the exchange of information with their students during the exercise of learning. In this way, the teacher has also been seen as an advisor to digital access. In the context of new technologies, the use of smartphones and photography, objects of study of this research, conquered and continue to conquer wide spaces, presenting themselves as technological resources of the most used nowadays. Photographic images provide the possibility of a more analytical look at a particular part of the world. In this way, it started with the hypothesis that the use of photography recorded via smartphone would allow the Physical Education (PE) teacher to evaluate and criticize in a pedagogically better-founded way the performance of students during classes, in addition to the possibility of self-correction by part of the students themselves, based on what the photographic image is capable of showing. There was the participation of Physical Education teachers from Elementary School I of the Municipality of Jundiaí, in the State of São Paulo. The main objective, through a predominantly qualitative approach, from the application of a questionnaire and subsequent analysis, was to investigate the use of the smartphone and photography in the elaboration of Physical Education classes, in the teaching plans and in the teaching practice of these teachers. Although some do not use this resource in their classes, all of them recognized the smartphone and image recording as a powerful technological resource to be used in PE classes. Among those who use it, however, it is perceived that the interpretation of the images ends up being, at times, superficial, serving only as a mere record of activities, due to the lack of greater conceptual foundation for a more analytically pedagogical practical use. Therefore, we finally present some theoretical-practical proposals in order to contribute to a more pedagogical use of photography via smartphone by Physical Education teachers, the reference used includes Mauro Betti, Lucia Santaella, Michel Serres.