SUBJECTS, KNOWLEDGE AND DIDACTIC-PEDAGOGIC PRACTICES IN PHYSICAL EDUCATION IN/WITH/THE DAILY OF HIGH SCHOOL

Detalhes bibliográficos
Autor(a) principal: Nazario, Murilo Eduardo
Data de Publicação: 2022
Outros Autores: Santos, Wagner dos, Ferreira Neto, Amarilio
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/4566
Resumo: This study is organized around the following question: what are the possible pedagogical didactic textures that can be undertaken in physical education in/with/with the daily life of high school, from (re)appropriation of curricular structures? It aims to analyze how the articulation between curricular signs can materialize as didactic-pedagogical actions in the daily life of high school. In order to do so, an ethnographic case study of daily school life was carried out with the principles of existential action research. In other words, the context of tensions, changes and reorganizations in which Brazilian secondary education is presented and its impacts on Physical Education constitute a fertile field for this type of methodological option. From this perspective, it became part of the daily life of a full-time school in the state network of Capixaba, founded in 1977. In this way, during approximately 700 Physical Education classes, which involved direct action with a teacher of the curricular component, ten classes of 1st to 3rd year and about 400 students, we sought to give visibility to the knowledge/doings mobilized in the spaces/times of this daily life. The results indicate educational actions in Physical Education that respect the particularities of daily school life. Therefore, what is being proposed represents a response to general events arising from national educational policies, but also represents responses to the problems and dilemmas typical of the daily life of the researched school.
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spelling SUBJECTS, KNOWLEDGE AND DIDACTIC-PEDAGOGIC PRACTICES IN PHYSICAL EDUCATION IN/WITH/THE DAILY OF HIGH SCHOOLSUJETOS, CONOCIMIENTOS Y PRÁCTICAS DIDÁCTICO-PEDAGÓGICAS EN EDUCACIÓN FÍSICA EN/CON/EL COTIDIANO DE LA ESCUELA SECUNDARIASUJEITOS, SABERES E PRÁTICAS DIDÁTICO-PEDAGÓGICAS EM EDUCAÇÃO FÍSICA NO/COM/O COTIDIANO DO ENSINO MÉDIOEnsino MedoReforma CurricularEducação FísicaHigh SchoolCurriculum ReformPhysical EducationEscuela SecundariaReforma CurricularEducación FísicaThis study is organized around the following question: what are the possible pedagogical didactic textures that can be undertaken in physical education in/with/with the daily life of high school, from (re)appropriation of curricular structures? It aims to analyze how the articulation between curricular signs can materialize as didactic-pedagogical actions in the daily life of high school. In order to do so, an ethnographic case study of daily school life was carried out with the principles of existential action research. In other words, the context of tensions, changes and reorganizations in which Brazilian secondary education is presented and its impacts on Physical Education constitute a fertile field for this type of methodological option. From this perspective, it became part of the daily life of a full-time school in the state network of Capixaba, founded in 1977. In this way, during approximately 700 Physical Education classes, which involved direct action with a teacher of the curricular component, ten classes of 1st to 3rd year and about 400 students, we sought to give visibility to the knowledge/doings mobilized in the spaces/times of this daily life. The results indicate educational actions in Physical Education that respect the particularities of daily school life. Therefore, what is being proposed represents a response to general events arising from national educational policies, but also represents responses to the problems and dilemmas typical of the daily life of the researched school.Este estudio se organiza en torno a la siguiente pregunta: ¿cuáles son las posibles texturas didácticas pedagógicas que se pueden emprender en la educación física en/con/con el cotidiano de la escuela secundaria, a partir de la (re)apropiación de las estructuras curriculares? Tiene como objetivo analizar cómo la articulación entre signos curriculares puede materializarse como acciones didáctico-pedagógicas en el cotidiano de la escuela secundaria. Para ello, se realizó un estudio de caso etnográfico de la cotidianidad escolar con los principios de la investigación acción existencial. En otras palabras, el contexto de tensiones, cambios y reorganizaciones en que se presenta la educación secundaria brasileña y sus impactos en la Educación Física constituyen un campo fértil para este tipo de opción metodológica. Desde esa perspectiva, pasó a formar parte del cotidiano de una escuela de tiempo completo de la red estatal de Capixaba, fundada en 1977. De esta forma, durante aproximadamente 700 clases de Educación Física, que implicó la acción directa con un docente del componente curricular , diez clases de 1° a 3° año y cerca de 400 alumnos, buscamos dar visibilidad a los saberes/haceres movilizados en los espacios/tiempos de esta cotidianidad. Los resultados indican acciones educativas en Educación Física que respetan las particularidades del cotidiano escolar. Por tanto, lo que se propone representa una respuesta a los acontecimientos generales derivados de las políticas educativas nacionales, pero también representa respuestas a los problemas y dilemas inherentes al cotidiano de la escuela investigadaEste estudo organiza-se em torno da seguinte questão: quais as tessituras didático pedagógicas possíveis de serem empreendidas em educação física no/com/o cotidiano do ensino médio, a partir de (re) apropriações sobre as estruturas curriculares? Objetiva analisar como a articulação entres signos curriculares podem materializar-se como ações didático pedagógicas no cotidiano do ensino médio. Para tanto, realizou-se um estudo de caso etnográfico do cotidiano escolar com princípios da pesquisa ação existencial. Em outras palavras, o contexto de tensões, mudanças e reorganizações no qual o ensino médio brasileiro se apresenta e seus impactos na Educação Física constituem-se como campo fértil para esse tipo de opção metodológica. Nessa perspectiva, passou-se a integrar o cotidiano de uma escola de tempo integral da rede estadual Capixaba, fundada em 1977. Desse modo, durante aproximadamente 700 aulas de Educação Física, que envolveram ação direta com uma professora do componente curricular, dez turmas de 1º ao 3º ano e cerca de 400 alunos, buscou-se dar visibilidade aos saberes/fazeres mobilizados nos espaços/tempos desse cotidiano. Os resultados sinalizam ações educacionais em Educação Física que respeitem as particularidades próprias dos cotidianos escolares praticados. Sendo assim, o que está sendo proposto representa uma resposta aos acontecimentos gerais advindos das políticas educacionais nacionais, mas representam também respostas aos problemas e dilemas próprios do cotidiano da escola pesquisada.SciELO PreprintsSciELO PreprintsSciELO Preprints2022-08-11info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/456610.1590/SciELOPreprints.4566porhttps://preprints.scielo.org/index.php/scielo/article/view/4566/8770Copyright (c) 2022 Murilo Eduardo Nazario, Wagner dos Santos, Amarilio Ferreira Netohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessNazario, Murilo EduardoSantos, Wagner dosFerreira Neto, Amarilio reponame:SciELO Preprintsinstname:SciELOinstacron:SCI2022-08-09T01:34:07Zoai:ops.preprints.scielo.org:preprint/4566Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2022-08-09T01:34:07SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv SUBJECTS, KNOWLEDGE AND DIDACTIC-PEDAGOGIC PRACTICES IN PHYSICAL EDUCATION IN/WITH/THE DAILY OF HIGH SCHOOL
SUJETOS, CONOCIMIENTOS Y PRÁCTICAS DIDÁCTICO-PEDAGÓGICAS EN EDUCACIÓN FÍSICA EN/CON/EL COTIDIANO DE LA ESCUELA SECUNDARIA
SUJEITOS, SABERES E PRÁTICAS DIDÁTICO-PEDAGÓGICAS EM EDUCAÇÃO FÍSICA NO/COM/O COTIDIANO DO ENSINO MÉDIO
title SUBJECTS, KNOWLEDGE AND DIDACTIC-PEDAGOGIC PRACTICES IN PHYSICAL EDUCATION IN/WITH/THE DAILY OF HIGH SCHOOL
spellingShingle SUBJECTS, KNOWLEDGE AND DIDACTIC-PEDAGOGIC PRACTICES IN PHYSICAL EDUCATION IN/WITH/THE DAILY OF HIGH SCHOOL
Nazario, Murilo Eduardo
Ensino Medo
Reforma Curricular
Educação Física
High School
Curriculum Reform
Physical Education
Escuela Secundaria
Reforma Curricular
Educación Física
title_short SUBJECTS, KNOWLEDGE AND DIDACTIC-PEDAGOGIC PRACTICES IN PHYSICAL EDUCATION IN/WITH/THE DAILY OF HIGH SCHOOL
title_full SUBJECTS, KNOWLEDGE AND DIDACTIC-PEDAGOGIC PRACTICES IN PHYSICAL EDUCATION IN/WITH/THE DAILY OF HIGH SCHOOL
title_fullStr SUBJECTS, KNOWLEDGE AND DIDACTIC-PEDAGOGIC PRACTICES IN PHYSICAL EDUCATION IN/WITH/THE DAILY OF HIGH SCHOOL
title_full_unstemmed SUBJECTS, KNOWLEDGE AND DIDACTIC-PEDAGOGIC PRACTICES IN PHYSICAL EDUCATION IN/WITH/THE DAILY OF HIGH SCHOOL
title_sort SUBJECTS, KNOWLEDGE AND DIDACTIC-PEDAGOGIC PRACTICES IN PHYSICAL EDUCATION IN/WITH/THE DAILY OF HIGH SCHOOL
author Nazario, Murilo Eduardo
author_facet Nazario, Murilo Eduardo
Santos, Wagner dos
Ferreira Neto, Amarilio
author_role author
author2 Santos, Wagner dos
Ferreira Neto, Amarilio
author2_role author
author
dc.contributor.author.fl_str_mv Nazario, Murilo Eduardo
Santos, Wagner dos
Ferreira Neto, Amarilio
dc.subject.por.fl_str_mv Ensino Medo
Reforma Curricular
Educação Física
High School
Curriculum Reform
Physical Education
Escuela Secundaria
Reforma Curricular
Educación Física
topic Ensino Medo
Reforma Curricular
Educação Física
High School
Curriculum Reform
Physical Education
Escuela Secundaria
Reforma Curricular
Educación Física
description This study is organized around the following question: what are the possible pedagogical didactic textures that can be undertaken in physical education in/with/with the daily life of high school, from (re)appropriation of curricular structures? It aims to analyze how the articulation between curricular signs can materialize as didactic-pedagogical actions in the daily life of high school. In order to do so, an ethnographic case study of daily school life was carried out with the principles of existential action research. In other words, the context of tensions, changes and reorganizations in which Brazilian secondary education is presented and its impacts on Physical Education constitute a fertile field for this type of methodological option. From this perspective, it became part of the daily life of a full-time school in the state network of Capixaba, founded in 1977. In this way, during approximately 700 Physical Education classes, which involved direct action with a teacher of the curricular component, ten classes of 1st to 3rd year and about 400 students, we sought to give visibility to the knowledge/doings mobilized in the spaces/times of this daily life. The results indicate educational actions in Physical Education that respect the particularities of daily school life. Therefore, what is being proposed represents a response to general events arising from national educational policies, but also represents responses to the problems and dilemmas typical of the daily life of the researched school.
publishDate 2022
dc.date.none.fl_str_mv 2022-08-11
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/4566
10.1590/SciELOPreprints.4566
url https://preprints.scielo.org/index.php/scielo/preprint/view/4566
identifier_str_mv 10.1590/SciELOPreprints.4566
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/4566/8770
dc.rights.driver.fl_str_mv Copyright (c) 2022 Murilo Eduardo Nazario, Wagner dos Santos, Amarilio Ferreira Neto
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Murilo Eduardo Nazario, Wagner dos Santos, Amarilio Ferreira Neto
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:SciELO
instacron:SCI
instname_str SciELO
instacron_str SCI
institution SCI
reponame_str SciELO Preprints
collection SciELO Preprints
repository.name.fl_str_mv SciELO Preprints - SciELO
repository.mail.fl_str_mv scielo.submission@scielo.org
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