Ressignificação da Ginástica na escola: proposta da Ginástica Para Todos na Educação Física anos iniciais

• Autor(a) principal: Francisco, Maloá de Fátima
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/13013
• topic: Ginástica Para Todos; Educação Física Escolar; Processos Pedagógicos de Ensino; Gymnastics For All; School Physical Education; Teaching Pedagogical Processes; CIENCIAS DA SAUDE::EDUCACAO FISICA

Gymnastics for All is characterized by a manifestation of body culture that brings together the different interpretations of Gymnastics integrated with other forms of body expression in a free, creative and non-competitive way. In this sense, in order to give greater visibility to the new possibilities related to the teaching of Gymnastics for All and to contribute for this practice to be incorporated into Physical Education at school, this research aimed to develop and analyze an intervention process in class School Physical Education with Gymnastics for All content. The methodology based on the qualitative approach constituted a process of action research. Eighteen students from the 3rd year of elementary school in the early years of a municipal public school in the interior of São Paulo participated in the study. We carried out a total of thirteen interventions in a period of two months, corresponding to a two-month term. The technique for data collection involved: observations of classes recorded in diaries, which were recorded and transcribed for later analysis of the facts that occurred during the interventions. After intense reading of the data and articulation with the literature, we built two categories of analysis, being: 1. Pedagogical Teaching Processes; 2. Human Formation. Among the most outstanding results in category 1 are the teaching procedure that playfully and creatively contributed to the development of the contents organized and proposed according to the didactic pyramid for teaching Gymnastics for All, contemplating the manifestation of conceptual, procedural knowledge and attitudinal. With regard to category 2, Human Formation was subdivided into two subcategories called Advances and Setbacks in Human Formation. As the most noticeable advance, we highlight self-confidence. However, collective action as well as cooperation are also noteworthy, given that the students worked as a team for a common good, in this case, the choreographic composition. In the subcategory Retrocesses, the situations of disrespect and disorganization stood out for generating moments of indiscipline and demanding a directive teaching action to resolve conflicts. Analyzing the planning and intervention process, we identified Gymnastics for All present in the context.