Os jogos e as brincadeiras nas aulas de educação física : concepções de professores sobre suas implicações lúdicas
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/1/3966 |
Resumo: | Play, toys and games are historical constructions, marked by transformations and changes suffered over the centuries. Current models of civilization indicate changes in the spaces of children, childhood, society and the education of the little ones. We live in a time marked by social and cultural constructions and reconstructions, which directly influence the child's imagination and play. Each area of education has its conception and objective ambition of play, as for example, educators tend to expect play to benefit students' socialization or development; communication theorists center play as a form of metacommunication. Hence studying games and play is more complex than it seems. We may have to approach the meanings that play has for the child, respecting this content as an important factor for culture production, so it is necessary to think this content in the school environment, how these activities are being developed and used in school. That said, the guiding problem of this study was formulated as follows: How do Physical Education teachers work games and play in school, and what playful implications can this content offer us? Thus this study aimed to understand the conceptions that Physical Education teachers of the municipal network of Cuiabá have about games and games as playful manifestations and their implications in the early years of elementary school. A qualitative descriptive research was developed with two Physical Education teachers working in the early years of elementary school in schools of the municipal public school in Cuiabá-MT. This research has ethnographic characteristics, we adopted as data collection instrument: Document analysis; Semi-structured interview with teachers of Physical Education and Systematic Observation of the 1st class. and 2nd. elementary school years by their teachers. The analysis was performed based on the construction of three descriptive categories. The data reveal that teachers understand games and play as part of the children's universe, but still have difficulty in relating the spaces / time of play in school, restricting the use of playgrounds and school recess. In the Work Plan, teachers adopt the concept of “learning for pleasure”, that is, pleasure would facilitate the acquisition of knowledge and skills. The scarcity of material and lack of basic infrastructure directly influenced the quality of the developed classes, however, the teachers sought to adapt the necessary, so that the students had their time to play during the Physical Education class. As for the playful implications, we realize that they are present in each teacher's classes, even unintentionally, covered the characteristics of motor, affective, moral, intellectual and symbolic implications. The teachers recognize games and play as a significant content of Physical Education classes, as well as their relationship with the child. We hope this research will help teachers, higher education institutions and schools to reflect and give greater visibility to this content. |
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Os jogos e as brincadeiras nas aulas de educação física : concepções de professores sobre suas implicações lúdicasEducação físicaJogos e brincadeirasEnsino fundamentalCNPQ::CIENCIAS HUMANAS::EDUCACAOPhysical educationPlay and gamesElementary schoolPlay, toys and games are historical constructions, marked by transformations and changes suffered over the centuries. Current models of civilization indicate changes in the spaces of children, childhood, society and the education of the little ones. We live in a time marked by social and cultural constructions and reconstructions, which directly influence the child's imagination and play. Each area of education has its conception and objective ambition of play, as for example, educators tend to expect play to benefit students' socialization or development; communication theorists center play as a form of metacommunication. Hence studying games and play is more complex than it seems. We may have to approach the meanings that play has for the child, respecting this content as an important factor for culture production, so it is necessary to think this content in the school environment, how these activities are being developed and used in school. That said, the guiding problem of this study was formulated as follows: How do Physical Education teachers work games and play in school, and what playful implications can this content offer us? Thus this study aimed to understand the conceptions that Physical Education teachers of the municipal network of Cuiabá have about games and games as playful manifestations and their implications in the early years of elementary school. A qualitative descriptive research was developed with two Physical Education teachers working in the early years of elementary school in schools of the municipal public school in Cuiabá-MT. This research has ethnographic characteristics, we adopted as data collection instrument: Document analysis; Semi-structured interview with teachers of Physical Education and Systematic Observation of the 1st class. and 2nd. elementary school years by their teachers. The analysis was performed based on the construction of three descriptive categories. The data reveal that teachers understand games and play as part of the children's universe, but still have difficulty in relating the spaces / time of play in school, restricting the use of playgrounds and school recess. In the Work Plan, teachers adopt the concept of “learning for pleasure”, that is, pleasure would facilitate the acquisition of knowledge and skills. The scarcity of material and lack of basic infrastructure directly influenced the quality of the developed classes, however, the teachers sought to adapt the necessary, so that the students had their time to play during the Physical Education class. As for the playful implications, we realize that they are present in each teacher's classes, even unintentionally, covered the characteristics of motor, affective, moral, intellectual and symbolic implications. The teachers recognize games and play as a significant content of Physical Education classes, as well as their relationship with the child. We hope this research will help teachers, higher education institutions and schools to reflect and give greater visibility to this content.As brincadeiras, os brinquedos e os jogos são construções históricas, marcadas por transformações e mudanças sofridas ao longo dos séculos. Os modelos atuais de civilização indicam mudanças nos espaços da criança, da infância, da sociedade e da educação dos pequenos. Vivemos num tempo marcado por construções e reconstruções sociais e culturais, que influem diretamente no imaginário e no brincar da criança. Cada área de ensino tem sua concepção e ambição objetiva de brincadeira, como por exemplo, os educadores tendem a esperar que brincadeira traga benefícios à socialização ou ao desenvolvimento dos alunos; os teóricos da comunicação centralizam a brincadeira como uma forma de metacomunicação. Daí que estudar os jogos e brincadeiras é mais complexo do que parece. Talvez tenhamos que nos aproximar dos significados que as brincadeiras tenham para a criança, respeitando esse conteúdo como um fator importante para produção de cultura, assim é necessário pensar esse conteúdo no ambiente escolar, de que forma tais atividades estão sendo desenvolvidas e utilizadas na escola. Isso posto, surgiu a seguinte indagação : Como os professores de Educação Física trabalham os jogos e as brincadeiras na escola, e quais implicações lúdicas esse conteúdo pode nos oferecer? Dessa maneira este estudo teve como objetivo compreender as concepções que professores de Educação Física da rede municipal de Cuiabá têm sobre os jogos e brincadeiras como manifestações lúdicas e suas implicações nos anos iniciais do Ensino Fundamental. Foi desenvolvida uma pesquisa qualitativa do tipo descritiva com duas professoras de Educação Física atuantes nos anos iniciais do Ensino Fundamental em escolas da rede de ensino público municipal de Cuiabá-MT. Esta pesquisa têm características etnográficas, adotamos como instrumento de coleta de dados: Análise documental; Entrevista semiestruturada com as professoras de Educação Física e Observação sistemática das turmas de 1o. e 2o. anos do Ensino Fundamental, dos respectivos professores. A análise foi realizada com base na construção de Três categorias descritivas. Os dados revelam que as professoras compreendem os jogos e brincadeiras como parte do universo infantil, porém, ainda têm dificuldade em relacionar os espaços/tempo do brincar na escolar, restringindo o uso dos playgrounds e recreio escolar. No Plano de Trabalho as professoras adotam a concepção do “aprender pelo prazer”, ou seja, o prazer facilitaria a aquisição dos saberes e habilidades. A escassez de material e falta de infraestrutura básica influenciaram diretamente na qualidade da aulas desenvolvidas, porém, as professoras buscavam adaptar o necessário, para que os alunos tivesse o seu momento de brincar durante a aula de Educação Física. Quanto as implicações lúdicas, percebemos que estão presentes nas aulas de cada professor, mesmo sem intenção, abrangeram as características das implicações motoras, afetivas, moral, intelectuais e simbólica. As professoras reconhecem os jogos e brincadeiras como conteúdo significativo das aulas de Educação Física, bem como sua relação com a criança. Esperamos que esta pesquisa colabore para que professores, Instituições de Ensino Superior e escolas, reflitam e dê maior visibilidade para esse conteúdo.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoGomes, Cleomar Ferreirahttp://lattes.cnpq.br/0686803544879354Gomes, Cleomar Ferreira161.665.151-20http://lattes.cnpq.br/0686803544879354Palma, Rute Cristina Domingos da531.668.331-53http://lattes.cnpq.br/3331812490308225161.665.151-20Oliveira, Magda Carmelita Sarat390.694.351-87http://lattes.cnpq.br/4301531823989684Alvarenga, Thaís Caroline de Pinho2023-04-03T16:06:05Z2020-06-042023-04-03T16:06:05Z2020-02-07info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisALVARENGA, Thaís Caroline de Pinho. Os jogos e as brincadeiras nas aulas de educação física: concepções de professores sobre suas implicações lúdicas. 2020. 139 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2020.http://ri.ufmt.br/handle/1/3966porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2023-04-04T07:03:31Zoai:localhost:1/3966Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2023-04-04T07:03:31Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Os jogos e as brincadeiras nas aulas de educação física : concepções de professores sobre suas implicações lúdicas |
title |
Os jogos e as brincadeiras nas aulas de educação física : concepções de professores sobre suas implicações lúdicas |
spellingShingle |
Os jogos e as brincadeiras nas aulas de educação física : concepções de professores sobre suas implicações lúdicas Alvarenga, Thaís Caroline de Pinho Educação física Jogos e brincadeiras Ensino fundamental CNPQ::CIENCIAS HUMANAS::EDUCACAO Physical education Play and games Elementary school |
title_short |
Os jogos e as brincadeiras nas aulas de educação física : concepções de professores sobre suas implicações lúdicas |
title_full |
Os jogos e as brincadeiras nas aulas de educação física : concepções de professores sobre suas implicações lúdicas |
title_fullStr |
Os jogos e as brincadeiras nas aulas de educação física : concepções de professores sobre suas implicações lúdicas |
title_full_unstemmed |
Os jogos e as brincadeiras nas aulas de educação física : concepções de professores sobre suas implicações lúdicas |
title_sort |
Os jogos e as brincadeiras nas aulas de educação física : concepções de professores sobre suas implicações lúdicas |
author |
Alvarenga, Thaís Caroline de Pinho |
author_facet |
Alvarenga, Thaís Caroline de Pinho |
author_role |
author |
dc.contributor.none.fl_str_mv |
Gomes, Cleomar Ferreira http://lattes.cnpq.br/0686803544879354 Gomes, Cleomar Ferreira 161.665.151-20 http://lattes.cnpq.br/0686803544879354 Palma, Rute Cristina Domingos da 531.668.331-53 http://lattes.cnpq.br/3331812490308225 161.665.151-20 Oliveira, Magda Carmelita Sarat 390.694.351-87 http://lattes.cnpq.br/4301531823989684 |
dc.contributor.author.fl_str_mv |
Alvarenga, Thaís Caroline de Pinho |
dc.subject.por.fl_str_mv |
Educação física Jogos e brincadeiras Ensino fundamental CNPQ::CIENCIAS HUMANAS::EDUCACAO Physical education Play and games Elementary school |
topic |
Educação física Jogos e brincadeiras Ensino fundamental CNPQ::CIENCIAS HUMANAS::EDUCACAO Physical education Play and games Elementary school |
description |
Play, toys and games are historical constructions, marked by transformations and changes suffered over the centuries. Current models of civilization indicate changes in the spaces of children, childhood, society and the education of the little ones. We live in a time marked by social and cultural constructions and reconstructions, which directly influence the child's imagination and play. Each area of education has its conception and objective ambition of play, as for example, educators tend to expect play to benefit students' socialization or development; communication theorists center play as a form of metacommunication. Hence studying games and play is more complex than it seems. We may have to approach the meanings that play has for the child, respecting this content as an important factor for culture production, so it is necessary to think this content in the school environment, how these activities are being developed and used in school. That said, the guiding problem of this study was formulated as follows: How do Physical Education teachers work games and play in school, and what playful implications can this content offer us? Thus this study aimed to understand the conceptions that Physical Education teachers of the municipal network of Cuiabá have about games and games as playful manifestations and their implications in the early years of elementary school. A qualitative descriptive research was developed with two Physical Education teachers working in the early years of elementary school in schools of the municipal public school in Cuiabá-MT. This research has ethnographic characteristics, we adopted as data collection instrument: Document analysis; Semi-structured interview with teachers of Physical Education and Systematic Observation of the 1st class. and 2nd. elementary school years by their teachers. The analysis was performed based on the construction of three descriptive categories. The data reveal that teachers understand games and play as part of the children's universe, but still have difficulty in relating the spaces / time of play in school, restricting the use of playgrounds and school recess. In the Work Plan, teachers adopt the concept of “learning for pleasure”, that is, pleasure would facilitate the acquisition of knowledge and skills. The scarcity of material and lack of basic infrastructure directly influenced the quality of the developed classes, however, the teachers sought to adapt the necessary, so that the students had their time to play during the Physical Education class. As for the playful implications, we realize that they are present in each teacher's classes, even unintentionally, covered the characteristics of motor, affective, moral, intellectual and symbolic implications. The teachers recognize games and play as a significant content of Physical Education classes, as well as their relationship with the child. We hope this research will help teachers, higher education institutions and schools to reflect and give greater visibility to this content. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-06-04 2020-02-07 2023-04-03T16:06:05Z 2023-04-03T16:06:05Z |
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 |
ALVARENGA, Thaís Caroline de Pinho. Os jogos e as brincadeiras nas aulas de educação física: concepções de professores sobre suas implicações lúdicas. 2020. 139 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2020. http://ri.ufmt.br/handle/1/3966 |
identifier_str_mv |
ALVARENGA, Thaís Caroline de Pinho. Os jogos e as brincadeiras nas aulas de educação física: concepções de professores sobre suas implicações lúdicas. 2020. 139 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2020. |
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http://ri.ufmt.br/handle/1/3966 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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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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