Grau de aplicabilidade do conhecimento produzido em biomecânica nos processos pedagógicos das aulas práticas de educação física escolar

• Autor(a) principal: Melo, Rogério Farias de
• Data de Publicação: 2022
• Outros Autores: [e-mail]
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/18465
• topic: Biomechanics; Physical education at school; Applicability; Biomecânica; Educação física escolar; Aplicabilidade; Educação física (Ensino fundamental); Educação física (Ensino médio); CIENCIAS DA SAUDE::EDUCACAO FISICA

Biomechanics is a discipline normally considered important to subsidize the professional practice of the Physical Education teacher, however seldom applied in school physical education classes. With a qualitative approach and documentary analysis, the aim of the present study was to determine whether the knowledge that has been constructed in Biomechanics and conveyed in the literary environment proper to the physical education teacher, presents a sufficient degree of applicability that qualifies it as applicable to the pedagogical processes inherent to didactic-pedagogical practice in Physical Education at scholl. The methodological strategy proposed and authenticated by Batista (1996) was adopted to describe the context of scientific production in Biomechanics and content analysis. The process of analysis and subsequent descriptive classification of the epistemic content was performed through the application of an instrument in which a total of seven criteria were operationalized. The corpus of analysis was composed of 410 articles published from 2004 to 2020 in the journals Physical Education and Sport Pedagogy, Sports Biomechanics, Revista Brasileira de Educação Física e Esporte and Revista Brasileira de Ciências do Esporte. The result obtained after the application of the instrument revealed that the essential criteria to characterize the application of Biomechanics to School Physical Education were little addressed. Thus, the epistemological conditions that could guarantee the applicability of the knowledge produced to the pedagogical processes proper to the practice of Physical Education in the school environment were not achieved. In this sense, the production found is so small that it does not even offer conditions to classify its quality as to its degree of applicability to School Physical Education.