Valores em jogo : possibilidades para educação olímpica na educação física escolar

• Autor(a) principal: Santos, Fabiano Basso dos
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/7222
• topic: Values; Sport; Olympic Education; Valores; Esporte; Educação Olímpica; Educação Física; Educação física; 796

By 2016 Brazil will host a series of sporting mega events, the largest are the Olympics. According to the international literature mega events can generate both tangible and intangible legacies for the host city and the country (POYNTER, 2006). On the one hand the tangible legacies can be cited, e.g., economic development, and improvement of urban infrastructure. On the other hand the intangible legacies are believed to be the modification of the international status of the country and the host city, and the promotion of educational and cultural activities related to sports (PREUSS, 2008). In the educational context some initiatives of values education through sport can be based on values, traditions, and stories of the Olympic Movement. These initiatives are often called ‘Olympic Education’. If within the goals of the education is the formation of individuals and citizens (humanistic bias), it is impossible to deny the idea that these issues have an important axiological components. It remains as a challenge yet to integrate sports values education into school curricula. In the brazilian context, the academy is still the under development of a "critical mass" able to propose and implement systematic proposals of values education through sport. Considering exposed ideas above, the Arete research group - Olympic Studies Centre (CEFD / UFES) is developing an innovative project for the development of educational materials able to operationalize practices in values education through sport with reference to the Olympic Education. The literature review indicated that Olympic Education could be associated or not to the organization of the Olympic Games (TAVARES, 2008). Similarly, it could present different methodological and didactic teaching approaches (NAUL, 2010). According with Todt (2009) there is a lack of systematic programs of Olympic education in Brazil. This paper aims to present a validation study of a teaching tool entitled ‘Manual of Olympic Education’ through a qualitative exploratory design (RICHARDSON, 1999; POUPART, et al. 2008). The validation of this instrument considered four criteria: [1] content; [2] organization and methods; [3] information; [4] and communication. To analyze the obtained content results we adopted as reference the theories of Bernard Charlot (2000). Four public schools teachers from Espírito Santo (Brazil) participated as voluntary on this research.