O esporte como conteúdo da educação física no ensino fundamental : uma abordagem multirreferencial
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/5110 |
Resumo: | The school formation process is mainly related to the learning of several sabers, which should contribute to the formation of the subject at school. These sabers are organized into disciplines, each of which, although maintaining relations with each other, carries their specificities. Among these disciplines, there is physical education, a curricular component of basic education that, among other aspects, addresses knowledge of the body in moviment, which are comprised in an área called “body culture of movements” (BRASIL, 1998). This area adds knowledge such as the game, Sport, dances, fights, rhythmic and expressive activities, among others. Among this knowledge, Sport emerges as the one that hás perhaps been the most worked in this discipline. However, what seems to have been prioritized in his approach is the treatment with na almost exclusive emphasis on technical knowledge. We do not want to deny the importance of this knowledge, however, closing ourselves to this perspective is to limit the learning possibilities that this knowledge can provide. Considering these aspects, we started to think about the possibilities of treating this knowledge beyond a reductionist perspective. In our considerations, we look at the multi-referencial approach, which can be considered a paradgimatic perspective of seeing and thinking about the reality, considering the mutiplicity of views that surrounds it, which is essential to the development of a subject formation. From these reflections, our starting question emerged, which gained the following wording: is it possible a pedagogical practice for teaching aports based on multi-referentiality? From this question, we built our objective, which is to analyze the pedagogical treatment os sport in school from the multirreferencial approach, seeking to identify if this practice contributes to the development of the plural look and to the strengthening of students’ authorship. Perspective us, ths, propose na approach that makes it possible to work on Sport as contento f the discipline, which can give the student a greater and better perception of the world, since it allows the approximation to reality, identifying the multiple elements that compose it – such as social, cultural and biological aspects – which makes it freer from social determinations, especially those based on monological perspectives, in addition to the institution of authorship. This work was carried out through the action research proposal, in which the researcher is directly involved and undoubtedly involved in the researched object. For data collection, we Will use three research instruments: research journal, questionnaire with open questions and evaluation forms. In this way,the work made it possible to verify that a large parto f the students managed – from the multiple references provided during the intervention process – to acquire a new look about the contents. Such a look, generated from different types of knowledge, contributed to a greater and better understanding of the content, in addition to allowing some students the ability to Express themselves from their own authorship, thus perceiving themselves as actors and authors their own actions, productions and thoughts. |
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O esporte como conteúdo da educação física no ensino fundamental : uma abordagem multirreferencialAutoriaEsporteMultirreferencialidadeCNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICAAuthorshipSportMulti-referentialityThe school formation process is mainly related to the learning of several sabers, which should contribute to the formation of the subject at school. These sabers are organized into disciplines, each of which, although maintaining relations with each other, carries their specificities. Among these disciplines, there is physical education, a curricular component of basic education that, among other aspects, addresses knowledge of the body in moviment, which are comprised in an área called “body culture of movements” (BRASIL, 1998). This area adds knowledge such as the game, Sport, dances, fights, rhythmic and expressive activities, among others. Among this knowledge, Sport emerges as the one that hás perhaps been the most worked in this discipline. However, what seems to have been prioritized in his approach is the treatment with na almost exclusive emphasis on technical knowledge. We do not want to deny the importance of this knowledge, however, closing ourselves to this perspective is to limit the learning possibilities that this knowledge can provide. Considering these aspects, we started to think about the possibilities of treating this knowledge beyond a reductionist perspective. In our considerations, we look at the multi-referencial approach, which can be considered a paradgimatic perspective of seeing and thinking about the reality, considering the mutiplicity of views that surrounds it, which is essential to the development of a subject formation. From these reflections, our starting question emerged, which gained the following wording: is it possible a pedagogical practice for teaching aports based on multi-referentiality? From this question, we built our objective, which is to analyze the pedagogical treatment os sport in school from the multirreferencial approach, seeking to identify if this practice contributes to the development of the plural look and to the strengthening of students’ authorship. Perspective us, ths, propose na approach that makes it possible to work on Sport as contento f the discipline, which can give the student a greater and better perception of the world, since it allows the approximation to reality, identifying the multiple elements that compose it – such as social, cultural and biological aspects – which makes it freer from social determinations, especially those based on monological perspectives, in addition to the institution of authorship. This work was carried out through the action research proposal, in which the researcher is directly involved and undoubtedly involved in the researched object. For data collection, we Will use three research instruments: research journal, questionnaire with open questions and evaluation forms. In this way,the work made it possible to verify that a large parto f the students managed – from the multiple references provided during the intervention process – to acquire a new look about the contents. Such a look, generated from different types of knowledge, contributed to a greater and better understanding of the content, in addition to allowing some students the ability to Express themselves from their own authorship, thus perceiving themselves as actors and authors their own actions, productions and thoughts.CAPESO processo de formação escolar está eminentemente relacionado à aprendizagem de diversos saberes, os quais devem contribuir para a formação do sujeito na escola. Esses saberes estão organizados em disciplinas, sendo que cada uma delas, embora possam manter relações entre si, carregam suas especificidades. Dentre essas disciplinas, figura a educação física, componente curricular da educação básica que, dentre outros aspectos, aborda conhecimentos do corpo em movimento. Tal área agrega saberes como o jogo, o esporte, as danças, as lutas, as atividades rítmicas e expressivas, entre outros. Dentre esses saberes, o esporte emerge como o que se pressupõe, seja o mais abordado na disciplina. Todavia, o que parece que tem sido priorizado em sua abordagem é o trato com a ênfase quase que exclusiva aos saberes técnicos. Não se quer negar a importância desses saberes, todavia, fechar-se a essa ótica é limitar as possibilidades de aprendizagem que esse saber pode proporcionar. Considerando esses aspectos, passamos a pensar sobre as possibilidades de tratar esse conhecimento para além de uma perspectiva reducionista. Em nossas ponderações, direcionamos o olhar para a abordagem multirreferencial, que pode ser considerada uma perspectiva paradigmática de ver e pensar a realidade, considerando a multiplicidade de olhares que a cerca, o que é essencial ao desenvolvimento de uma formação do sujeito. Dessas reflexões, emergiu nossa questão de partida, que ganhou a seguinte redação: é possível uma prática pedagógica para o ensino de esporte pautada na multirreferencialidade? Dessa questão construímos nosso objetivo, que é analisar o trato pedagógico do esporte na escola a partir da abordagem multirreferencial, buscando identificar se essa prática contribui ao desenvolvimento do olhar plural e ao fortalecimento da autoria dos alunos nos esportes e para além deles. Perspectiva-se, assim, propor uma abordagem que possibilite trabalhar o esporte enquanto conteúdo da disciplina, que possa conferir ao aluno uma maior e melhor percepção de mundo, visto que permite a aproximação à realidade, identificando os múltiplos elementos que a compõem ― como os aspectos sociais, culturais e biológicos ―, o que o faz mais livre das determinações sociais, especialmente as pautadas nas perspectivas monológicas, além da instituição da autoria. Este trabalho foi realizado mediante a proposta da pesquisa-ação, na qual o pesquisador se encontra diretamente envolvido e indubitavelmente implicado no objeto pesquisado. Na colheita das informações lançou-se mão de dois dispositivos de pesquisa: diário de pesquisa e o questionário com questões abertas. Desse modo, o trabalho possibilitou constatar que grande parte dos alunos conseguiu, a partir das múltiplas referências oportunizadas durante o processo de intervenção, adquirir um novo olhar sobre os conteúdos. Tal olhar, gerado a partir de diversos saberes, contribuiu para uma maior e melhor compreensão acerca do conteúdo, além de possibilitar a alguns alunos a capacidade de manifestação a partir da sua própria autoria, percebendo-se, desse modo, como atores e autores das suas próprias ações, produções e pensamentos.Universidade Federal de Mato GrossoBrasilFaculdade de Educação Física (FEF)UFMT CUC - CuiabáPrograma de Pós-Graduação Mestrado Profissional em Educação Física em Rede Nacional - PROEFGrunennvaldt, José Tarcísiohttp://lattes.cnpq.br/6408231293460084Grunennvaldt, José Tarcísio347.034.110-91http://lattes.cnpq.br/6408231293460084Moreira, Evando Carlos149.353.278-20http://lattes.cnpq.br/4561814544149415347.034.110-91Barbosa, Joaquim Goncalves091.139.241-58http://lattes.cnpq.br/4049058992411561Câmara, Eduardo Cavalcante2024-02-15T16:55:19Z2020-06-022024-02-15T16:55:19Z2020-04-28info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisCÂMARA, Eduardo Cavalcante. O esporte como conteúdo da educação física no ensino fundamental: uma abordagem multirreferencial. 2020. 198 f. Dissertação (Mestrado Profissional em Educação Física em Rede Nacional – PROEF) - Universidade Federal de Mato Grosso, Faculdade de Educação Física, Cuiabá, 2020.http://ri.ufmt.br/handle/1/5110porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2024-02-16T06:01:42Zoai:localhost:1/5110Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2024-02-16T06:01:42Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
O esporte como conteúdo da educação física no ensino fundamental : uma abordagem multirreferencial |
title |
O esporte como conteúdo da educação física no ensino fundamental : uma abordagem multirreferencial |
spellingShingle |
O esporte como conteúdo da educação física no ensino fundamental : uma abordagem multirreferencial Câmara, Eduardo Cavalcante Autoria Esporte Multirreferencialidade CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA Authorship Sport Multi-referentiality |
title_short |
O esporte como conteúdo da educação física no ensino fundamental : uma abordagem multirreferencial |
title_full |
O esporte como conteúdo da educação física no ensino fundamental : uma abordagem multirreferencial |
title_fullStr |
O esporte como conteúdo da educação física no ensino fundamental : uma abordagem multirreferencial |
title_full_unstemmed |
O esporte como conteúdo da educação física no ensino fundamental : uma abordagem multirreferencial |
title_sort |
O esporte como conteúdo da educação física no ensino fundamental : uma abordagem multirreferencial |
author |
Câmara, Eduardo Cavalcante |
author_facet |
Câmara, Eduardo Cavalcante |
author_role |
author |
dc.contributor.none.fl_str_mv |
Grunennvaldt, José Tarcísio http://lattes.cnpq.br/6408231293460084 Grunennvaldt, José Tarcísio 347.034.110-91 http://lattes.cnpq.br/6408231293460084 Moreira, Evando Carlos 149.353.278-20 http://lattes.cnpq.br/4561814544149415 347.034.110-91 Barbosa, Joaquim Goncalves 091.139.241-58 http://lattes.cnpq.br/4049058992411561 |
dc.contributor.author.fl_str_mv |
Câmara, Eduardo Cavalcante |
dc.subject.por.fl_str_mv |
Autoria Esporte Multirreferencialidade CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA Authorship Sport Multi-referentiality |
topic |
Autoria Esporte Multirreferencialidade CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA Authorship Sport Multi-referentiality |
description |
The school formation process is mainly related to the learning of several sabers, which should contribute to the formation of the subject at school. These sabers are organized into disciplines, each of which, although maintaining relations with each other, carries their specificities. Among these disciplines, there is physical education, a curricular component of basic education that, among other aspects, addresses knowledge of the body in moviment, which are comprised in an área called “body culture of movements” (BRASIL, 1998). This area adds knowledge such as the game, Sport, dances, fights, rhythmic and expressive activities, among others. Among this knowledge, Sport emerges as the one that hás perhaps been the most worked in this discipline. However, what seems to have been prioritized in his approach is the treatment with na almost exclusive emphasis on technical knowledge. We do not want to deny the importance of this knowledge, however, closing ourselves to this perspective is to limit the learning possibilities that this knowledge can provide. Considering these aspects, we started to think about the possibilities of treating this knowledge beyond a reductionist perspective. In our considerations, we look at the multi-referencial approach, which can be considered a paradgimatic perspective of seeing and thinking about the reality, considering the mutiplicity of views that surrounds it, which is essential to the development of a subject formation. From these reflections, our starting question emerged, which gained the following wording: is it possible a pedagogical practice for teaching aports based on multi-referentiality? From this question, we built our objective, which is to analyze the pedagogical treatment os sport in school from the multirreferencial approach, seeking to identify if this practice contributes to the development of the plural look and to the strengthening of students’ authorship. Perspective us, ths, propose na approach that makes it possible to work on Sport as contento f the discipline, which can give the student a greater and better perception of the world, since it allows the approximation to reality, identifying the multiple elements that compose it – such as social, cultural and biological aspects – which makes it freer from social determinations, especially those based on monological perspectives, in addition to the institution of authorship. This work was carried out through the action research proposal, in which the researcher is directly involved and undoubtedly involved in the researched object. For data collection, we Will use three research instruments: research journal, questionnaire with open questions and evaluation forms. In this way,the work made it possible to verify that a large parto f the students managed – from the multiple references provided during the intervention process – to acquire a new look about the contents. Such a look, generated from different types of knowledge, contributed to a greater and better understanding of the content, in addition to allowing some students the ability to Express themselves from their own authorship, thus perceiving themselves as actors and authors their own actions, productions and thoughts. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-06-02 2020-04-28 2024-02-15T16:55:19Z 2024-02-15T16:55:19Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
CÂMARA, Eduardo Cavalcante. O esporte como conteúdo da educação física no ensino fundamental: uma abordagem multirreferencial. 2020. 198 f. Dissertação (Mestrado Profissional em Educação Física em Rede Nacional – PROEF) - Universidade Federal de Mato Grosso, Faculdade de Educação Física, Cuiabá, 2020. http://ri.ufmt.br/handle/1/5110 |
identifier_str_mv |
CÂMARA, Eduardo Cavalcante. O esporte como conteúdo da educação física no ensino fundamental: uma abordagem multirreferencial. 2020. 198 f. Dissertação (Mestrado Profissional em Educação Física em Rede Nacional – PROEF) - Universidade Federal de Mato Grosso, Faculdade de Educação Física, Cuiabá, 2020. |
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http://ri.ufmt.br/handle/1/5110 |
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openAccess |
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Universidade Federal de Mato Grosso Brasil Faculdade de Educação Física (FEF) UFMT CUC - Cuiabá Programa de Pós-Graduação Mestrado Profissional em Educação Física em Rede Nacional - PROEF |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Faculdade de Educação Física (FEF) UFMT CUC - Cuiabá Programa de Pós-Graduação Mestrado Profissional em Educação Física em Rede Nacional - PROEF |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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jordanbiblio@gmail.com |
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