Familiarity and strangement: The ethnographic method in the initial training of physical education students
Autor(a) principal: | |
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Data de Publicação: | 2024 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng por |
Título da fonte: | Revista da Educação física/UEM (Online) |
Texto Completo: | https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/71465 |
Resumo: | If we want, as the current didactic discussion demands, to further consolidate the figures of didactic thinking from the era of the "Post-Renewal Movement", which manifest themselves in a didactic concept open to experience and critical-emancipatory, then we need to consider how future Physical Education teachers can be qualified for this. This is not an easy process because Physical Education students begin their studies with a concept that is familiar to them, the concept of sport. This sports concept is characterized by the "closure" of content, methodology and an institutional "closure". This essay presents a didactic strategy of how future Physical Education teachers can be stimulated to "open" themselves to new ways of thinking as part of their studies. An ethnographic approach is proposed, in which we intend to learn to question the "familiar", the "self-evident". "Weirdness" methods are suitable for this. We present 5 steps that can lead students to learn to distance themselves from the "familiar", the biographically embedded sports concept. We understand that only when this distancing is successful, according to the hypothesis, will students be able to structure didactic ideas of the "Post-Renewal Movement" era and plan and implement physical education classes open to experience. |
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Familiarity and strangement: The ethnographic method in the initial training of physical education studentsFamiliaridade e estranhamento: o método etnográfico na formação inicial de estudantes de educação físicaEthnomethodological approachLicense in physical educationHabitusStrangenessAbordagem etnometodológicaLicenciatura em educação físicaHabitusEstranhamentoIf we want, as the current didactic discussion demands, to further consolidate the figures of didactic thinking from the era of the "Post-Renewal Movement", which manifest themselves in a didactic concept open to experience and critical-emancipatory, then we need to consider how future Physical Education teachers can be qualified for this. This is not an easy process because Physical Education students begin their studies with a concept that is familiar to them, the concept of sport. This sports concept is characterized by the "closure" of content, methodology and an institutional "closure". This essay presents a didactic strategy of how future Physical Education teachers can be stimulated to "open" themselves to new ways of thinking as part of their studies. An ethnographic approach is proposed, in which we intend to learn to question the "familiar", the "self-evident". "Weirdness" methods are suitable for this. We present 5 steps that can lead students to learn to distance themselves from the "familiar", the biographically embedded sports concept. We understand that only when this distancing is successful, according to the hypothesis, will students be able to structure didactic ideas of the "Post-Renewal Movement" era and plan and implement physical education classes open to experience.Se quisermos, como exige a atual discussão didática, consolidar ainda mais as figuras do pensamento didático da era do “Pós-Movimento Renovador”, que se manifestam em um conceito didático aberto à experiência e crítico-emancipatório, então precisamos considerar como os futuros professores de Educação Física podem ser qualificados para isso. Este não é um processo fácil porque os acadêmicos de Educação Física iniciam os seus estudos com um conceito que lhes é familiar, o conceito de esporte. Este conceito esportivo caracteriza-se pelo “fechamento” de conteúdo, de metodologia e um “fechamento” institucional. Este ensaio apresenta uma estratégia didática de como os futuros professores de Educação Física podem ser estimulados a se “abrirem” a novas formas de pensar como parte dos seus estudos. Propõe-se uma abordagem etnográfica em que se pretende aprender a questionar o “familiar”, o “auto evidente”. Métodos de “estranhamento” são adequados para isso. Apresentamos 5 passos que podem levar os acadêmicos a aprenderem a se distanciar do “familiar”, do conceito esportivo biograficamente incorporado. Entendemos que somente quando esse distanciamento for bem-sucedido, segundo a hipótese, os estudantes poderão estruturar ideias didáticas da era do “Pós-Movimento Renovador” e planejar e implementar aulas de educação física abertas à experiência.Department of Physical Education - State University of Maringá (UEM), Maringá-PR, Brazil2024-03-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/7146510.4025/jphyseduc.v35i1.3510Journal of Physical Education; Vol 35 No 1 (2024): Journal of Physical Education; e-3510Journal of Physical Education; Vol. 35 Núm. 1 (2024): Journal of Physical Education; e-3510Journal of Physical Education; v. 35 n. 1 (2024): Journal of Physical Education; e-35102448-2455reponame:Revista da Educação física/UEM (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMengporhttps://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/71465/751375157314https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/71465/751375157293Hildebrandt-Stramann, ReinerOliveira, Amauri Aparecido Bássoli deinfo:eu-repo/semantics/openAccess2024-03-26T17:39:21Zoai:periodicos.uem.br/ojs:article/71465Revistahttps://periodicos.uem.br/ojs/index.php/RevEducFis/PUBhttps://periodicos.uem.br/ojs/index.php/RevEducFis/oai||revdef@uem.br1983-30830103-3948opendoar:2024-03-26T17:39:21Revista da Educação física/UEM (Online) - Universidade Estadual de Maringá (UEM)false |
dc.title.none.fl_str_mv |
Familiarity and strangement: The ethnographic method in the initial training of physical education students Familiaridade e estranhamento: o método etnográfico na formação inicial de estudantes de educação física |
title |
Familiarity and strangement: The ethnographic method in the initial training of physical education students |
spellingShingle |
Familiarity and strangement: The ethnographic method in the initial training of physical education students Hildebrandt-Stramann, Reiner Ethnomethodological approach License in physical education Habitus Strangeness Abordagem etnometodológica Licenciatura em educação física Habitus Estranhamento |
title_short |
Familiarity and strangement: The ethnographic method in the initial training of physical education students |
title_full |
Familiarity and strangement: The ethnographic method in the initial training of physical education students |
title_fullStr |
Familiarity and strangement: The ethnographic method in the initial training of physical education students |
title_full_unstemmed |
Familiarity and strangement: The ethnographic method in the initial training of physical education students |
title_sort |
Familiarity and strangement: The ethnographic method in the initial training of physical education students |
author |
Hildebrandt-Stramann, Reiner |
author_facet |
Hildebrandt-Stramann, Reiner Oliveira, Amauri Aparecido Bássoli de |
author_role |
author |
author2 |
Oliveira, Amauri Aparecido Bássoli de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Hildebrandt-Stramann, Reiner Oliveira, Amauri Aparecido Bássoli de |
dc.subject.por.fl_str_mv |
Ethnomethodological approach License in physical education Habitus Strangeness Abordagem etnometodológica Licenciatura em educação física Habitus Estranhamento |
topic |
Ethnomethodological approach License in physical education Habitus Strangeness Abordagem etnometodológica Licenciatura em educação física Habitus Estranhamento |
description |
If we want, as the current didactic discussion demands, to further consolidate the figures of didactic thinking from the era of the "Post-Renewal Movement", which manifest themselves in a didactic concept open to experience and critical-emancipatory, then we need to consider how future Physical Education teachers can be qualified for this. This is not an easy process because Physical Education students begin their studies with a concept that is familiar to them, the concept of sport. This sports concept is characterized by the "closure" of content, methodology and an institutional "closure". This essay presents a didactic strategy of how future Physical Education teachers can be stimulated to "open" themselves to new ways of thinking as part of their studies. An ethnographic approach is proposed, in which we intend to learn to question the "familiar", the "self-evident". "Weirdness" methods are suitable for this. We present 5 steps that can lead students to learn to distance themselves from the "familiar", the biographically embedded sports concept. We understand that only when this distancing is successful, according to the hypothesis, will students be able to structure didactic ideas of the "Post-Renewal Movement" era and plan and implement physical education classes open to experience. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-03-19 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/71465 10.4025/jphyseduc.v35i1.3510 |
url |
https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/71465 |
identifier_str_mv |
10.4025/jphyseduc.v35i1.3510 |
dc.language.iso.fl_str_mv |
eng por |
language |
eng por |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/71465/751375157314 https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/71465/751375157293 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Department of Physical Education - State University of Maringá (UEM), Maringá-PR, Brazil |
publisher.none.fl_str_mv |
Department of Physical Education - State University of Maringá (UEM), Maringá-PR, Brazil |
dc.source.none.fl_str_mv |
Journal of Physical Education; Vol 35 No 1 (2024): Journal of Physical Education; e-3510 Journal of Physical Education; Vol. 35 Núm. 1 (2024): Journal of Physical Education; e-3510 Journal of Physical Education; v. 35 n. 1 (2024): Journal of Physical Education; e-3510 2448-2455 reponame:Revista da Educação física/UEM (Online) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Revista da Educação física/UEM (Online) |
collection |
Revista da Educação física/UEM (Online) |
repository.name.fl_str_mv |
Revista da Educação física/UEM (Online) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
||revdef@uem.br |
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1799317485446496256 |