O confronto com a realidade da prática pedagógica rumo a uma Educação Física inclusiva

• Autor(a) principal: Diogo Miguel Ferreirinha da Mota
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://hdl.handle.net/10216/154079
• topic: Ciências da educação; Educational sciences

One of the school's educational concerns is the health and well-being of students, so its mission is to provide young people with tools, knowledge and behaviors that promote active lifestyles (WHO, 2020). Physical Education emerges as a discipline with high potential to achieve this goal, due to the unique conditions it offers for the promotion of Physical Activity and healthy behaviors (Sevil et al., 2019). Physical Education from a salutogenic perspective has its main concern to promote a taste for physical exercise and provide students with knowledge that allows them to practice independently (Quennerstedt, 2008). From a pedagogical point of view, reciprocal teaching is a teaching strategy that aims to develop critical thinking, promoting dialogue between students and placing the student in a central role in the teaching-learning process (Omari and Weshah, 2010). This model presents itself as a way of actively involving students in correcting the execution of exercises. The present study took place in the context of a school placement in Physical Education at a school in the Greater Porto region and its central objective was to understand the value of reciprocal teaching in pairs for the motivation of students and for improving the technical execution of physical fitness exercises, integrated with a view to acquiring active lifestyles. The participants were 23 students from an eighth-grade class (13 females and 10 males). Data collection included: 1) filming the students' performance of the physical fitness circuit consisting of 10 exercises, over eight classes in the second semester, 2) collecting the students' opinions at the end of each class and analysis of the main execution errors in each exercise and issuing corrective feedback, 3) written reflections from the teacher. Data analysis included comparing the quality of execution of exercises in the first class compared to the last and content analysis of records of conversations with students and reflections of the teacher-trainee. Reciprocal peer teaching proved to be a model capable of involving students in observational work and correction of technical execution, contributing to technical improvement.