Educação física a distância : propostas de mediação pedagógica em contextos de aquisição de habilidades sensório-motoras
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/3917 |
Resumo: | Historically, the offer of courses and places through on-site graduation remained as a modality that predominated in higher education in Brazilian territory (MARQUES; ANJOS, 2019). However, with the advent of regulation of the provision of courses through Distance Education (former decree No. 5622/2005, revoked by current Decree No. 9057, of May 25, 2017), there was an exponential growth of this modality in Brazil, especially when observing that between 2009 and 2019, enrollment in undergraduate courses through Distance Education (EaD), rising from just over 838 thousand to almost 2.5 million, representing more than 192.4% of growth, while in the on-site modality, in the same period, there was a growth of just over 20.3% (INEP, 2019). When analyzing the predominance of the offer of Physical Education courses, it is possible to highlight that in 2015 the sum of enrollments in undergraduate degree training (167,668) together with the bachelor's degree (107,409) already occupied the 6th place among undergraduate courses, with 275,077 students. In just four years (INEP, 2019), Physical Education courses passed to occupy the 4th position among the most offered courses in Brazil. Within the scope of Public Institutions of Higher Education (IPES) that offer distance Physical Education (PE) courses, a number of 15 institutions are currently authorized, according to data from the national register of higher education courses and institutions (e-MEC2020) . However, distrust based on discourses that state close/in-person contact with students/professors as an essential condition, particularly in the field of teaching motor skills in the context of training physical education professionals, has motivated several questions, especially regarding the process. distance teaching and learning. In this context, the investigative process was outlined, composing social research applied in articulation with exploratory studies, with the objective of understanding what are the pedagogical mediation proposals used in contexts of MSM acquisition in distance PE courses in Brazil. To achieve the objective of the investigation, the qualitative research approach proved to be adequate, when it enabled the understanding or interpretation of results obtained through methodological procedures of scientific investigation, from an interpretive approach according to Denzin and Lincon (2006). Among the steps defined for the investigation, there is an interpretative analysis of documentary studies, conducting the Systematic Review (SR) process and collecting data in the context of the IPES that offer distance learning PE courses. As a result, there is an interpretative analysis of pedagogical projects with a focus on the theoretical and practical relationship, conceptions or methods of pedagogical or technological mediation and processes for the acquisition of Sensory-Motor Skills (HSM) within the scope of distance PE courses. Through the RS conduction, it is possible to understand the pedagogical or technological mediation and methods oriented to the acquisition of MSM in on-site or distance courses based on the analysis of scientific works, according to the RS protocol. In the end, results of a survey in institutions (data survey), made evident the understanding that distance PE courses, although in full expansion, need face-to-face moments for the completeness of their offer, as well as the need to improve strategies oriented towards pedagogical or technological mediation, especially in the context of sensory motor skills acquisition processes. |
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Educação física a distância : propostas de mediação pedagógica em contextos de aquisição de habilidades sensório-motorasEducação física a distânciaMediação pedagógicaAquisição de habilidades sensório-motorasCNPQ::CIENCIAS HUMANAS::EDUCACAOPhysical education at a distancePedagogical mediationAcquisition of sensorimotor skillsHistorically, the offer of courses and places through on-site graduation remained as a modality that predominated in higher education in Brazilian territory (MARQUES; ANJOS, 2019). However, with the advent of regulation of the provision of courses through Distance Education (former decree No. 5622/2005, revoked by current Decree No. 9057, of May 25, 2017), there was an exponential growth of this modality in Brazil, especially when observing that between 2009 and 2019, enrollment in undergraduate courses through Distance Education (EaD), rising from just over 838 thousand to almost 2.5 million, representing more than 192.4% of growth, while in the on-site modality, in the same period, there was a growth of just over 20.3% (INEP, 2019). When analyzing the predominance of the offer of Physical Education courses, it is possible to highlight that in 2015 the sum of enrollments in undergraduate degree training (167,668) together with the bachelor's degree (107,409) already occupied the 6th place among undergraduate courses, with 275,077 students. In just four years (INEP, 2019), Physical Education courses passed to occupy the 4th position among the most offered courses in Brazil. Within the scope of Public Institutions of Higher Education (IPES) that offer distance Physical Education (PE) courses, a number of 15 institutions are currently authorized, according to data from the national register of higher education courses and institutions (e-MEC2020) . However, distrust based on discourses that state close/in-person contact with students/professors as an essential condition, particularly in the field of teaching motor skills in the context of training physical education professionals, has motivated several questions, especially regarding the process. distance teaching and learning. In this context, the investigative process was outlined, composing social research applied in articulation with exploratory studies, with the objective of understanding what are the pedagogical mediation proposals used in contexts of MSM acquisition in distance PE courses in Brazil. To achieve the objective of the investigation, the qualitative research approach proved to be adequate, when it enabled the understanding or interpretation of results obtained through methodological procedures of scientific investigation, from an interpretive approach according to Denzin and Lincon (2006). Among the steps defined for the investigation, there is an interpretative analysis of documentary studies, conducting the Systematic Review (SR) process and collecting data in the context of the IPES that offer distance learning PE courses. As a result, there is an interpretative analysis of pedagogical projects with a focus on the theoretical and practical relationship, conceptions or methods of pedagogical or technological mediation and processes for the acquisition of Sensory-Motor Skills (HSM) within the scope of distance PE courses. Through the RS conduction, it is possible to understand the pedagogical or technological mediation and methods oriented to the acquisition of MSM in on-site or distance courses based on the analysis of scientific works, according to the RS protocol. In the end, results of a survey in institutions (data survey), made evident the understanding that distance PE courses, although in full expansion, need face-to-face moments for the completeness of their offer, as well as the need to improve strategies oriented towards pedagogical or technological mediation, especially in the context of sensory motor skills acquisition processes.Historicamente, a oferta de cursos e vagas por meio da graduação presencial se manteve como modalidade que predominou na educação superior em território brasileiro (MARQUES; ANJOS, 2019). Todavia, com o advento da regulamentação da oferta de cursos por meio da Educação a Distância (antigo decreto n° 5.622/2005, revogado pelo decreto vigente no 9057, de 25 de maio de 2017), houve um crescimento exponencial dessa modalidade no Brasil, especialmente entre os anos de 2009 e 2019, quando as matrículas em cursos de graduação por meio da Educação a Distância (EaD) passaram de pouco mais de 838 mil para quase 2,5 milhões, representando mais de 192,4% de crescimento, enquanto na modalidade presencial, no mesmo período, houve um crescimento de pouco mais 20,3% (INEP, 2019). Quando se analisa a predominância da oferta de cursos de Educação Física, é possível destacar que no ano de 2015 a somatória das matrículas da formação em grau licenciatura (167.668) juntamente ao bacharelado (107.409) já ocupavam o 6o lugar entre os cursos de graduação, com 275.077 estudantes. Apenas em quatro anos (INEP, 2019), cursos de Educação Física passaram a ocupar a 4o posição entre os mais ofertados no Brasil. No âmbito das Instituições Públicas de Educação Superior (IPES) que ofertam cursos de Educação Física (EF) a distância, atualmente, estão autorizadas um número de 15 instituições, conforme dados do cadastro nacional de cursos e instituições de educação superior (e-MEC2020). No entanto, a desconfiança pautada em discursos que afirmam como condição indispensável o contato próximo/presencial discente/docente, particularmente no campo do ensino de habilidades motoras no contexto da formação de profissionais de educação física, tem motivado várias indagações, principalmente com relação ao processo de ensino-aprendizagem realizado a distância. Nesse contexto esta investigação foi delineada, compondo pesquisa social aplicada de forma articulada com estudos exploratórios, com o objetivo de compreender quais são as propostas de mediação pedagógica utilizadas em contextos de aquisição de HSM nos cursos de EF a distância no Brasil. Para atingir o objetivo da investigação, a abordagem de pesquisa qualitativa demonstrou-se adequada, ao possibilitar a compreensão ou interpretação de resultados obtidos por meio de procedimentos metodológicos de investigação científica, a partir de abordagem interpretativa, conforme Denzin e Lincon (2006). Entre as etapas definidas para a investigação, destaca-se análise interpretativa de estudos documentais, condução de processo de Revisão Sistemática (RS) e levantamento de dados no contexto das IPES que ofertam cursos de EF a distância. Como resultados, observa-se análise interpretativa de projetos pedagógicos com foco na relação teórico-prática, concepções ou métodos de mediação pedagógica ou tecnológica e processos de aquisição de Habilidades Sensório- Motoras (HSM) no âmbito de cursos de EF a distância. Por meio da condução RS, é possível uma compreensão sobre a mediação pedagógica ou tecnológica e métodos orientados para aquisição de HSM em cursos presenciais ou a distância a partir da análise de trabalhos científicos, conforme protocolo de RS. Ao final, resultados de uma pesquisa nas instituições (levantamento de dados) evidenciam a compreensão de que cursos de EF a distância, embora em plena expansão, necessitam de momentos presenciais para a completude de sua oferta, bem como a necessidade de aperfeiçoamento de estratégias orientadas para a mediação pedagógica ou tecnológica, especialmente no contexto de processos de aquisição de Habilidades Sensório Motoras.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoAnjos, Alexandre Martins doshttp://lattes.cnpq.br/0553455764192879Anjos, Alexandre Martins dos550.989.401-68http://lattes.cnpq.br/0553455764192879Maciel, Cristiano681.956.560-72http://lattes.cnpq.br/5234437367053668550.989.401-68Mansilla, Débora Eriléia Pedrotti569.620.701-44http://lattes.cnpq.br/7018286591963865Marques, Dimas da Silva2023-03-27T18:47:27Z2021-08-272023-03-27T18:47:27Z2021-06-29info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisMARQUES, Dimas da Silva. Educação física a distância: propostas de mediação pedagógica em contextos de aquisição de habilidades sensório-motoras. 2021. 166 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021.http://ri.ufmt.br/handle/1/3917porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2023-03-30T07:04:39Zoai:localhost:1/3917Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2023-03-30T07:04:39Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Educação física a distância : propostas de mediação pedagógica em contextos de aquisição de habilidades sensório-motoras |
title |
Educação física a distância : propostas de mediação pedagógica em contextos de aquisição de habilidades sensório-motoras |
spellingShingle |
Educação física a distância : propostas de mediação pedagógica em contextos de aquisição de habilidades sensório-motoras Marques, Dimas da Silva Educação física a distância Mediação pedagógica Aquisição de habilidades sensório-motoras CNPQ::CIENCIAS HUMANAS::EDUCACAO Physical education at a distance Pedagogical mediation Acquisition of sensorimotor skills |
title_short |
Educação física a distância : propostas de mediação pedagógica em contextos de aquisição de habilidades sensório-motoras |
title_full |
Educação física a distância : propostas de mediação pedagógica em contextos de aquisição de habilidades sensório-motoras |
title_fullStr |
Educação física a distância : propostas de mediação pedagógica em contextos de aquisição de habilidades sensório-motoras |
title_full_unstemmed |
Educação física a distância : propostas de mediação pedagógica em contextos de aquisição de habilidades sensório-motoras |
title_sort |
Educação física a distância : propostas de mediação pedagógica em contextos de aquisição de habilidades sensório-motoras |
author |
Marques, Dimas da Silva |
author_facet |
Marques, Dimas da Silva |
author_role |
author |
dc.contributor.none.fl_str_mv |
Anjos, Alexandre Martins dos http://lattes.cnpq.br/0553455764192879 Anjos, Alexandre Martins dos 550.989.401-68 http://lattes.cnpq.br/0553455764192879 Maciel, Cristiano 681.956.560-72 http://lattes.cnpq.br/5234437367053668 550.989.401-68 Mansilla, Débora Eriléia Pedrotti 569.620.701-44 http://lattes.cnpq.br/7018286591963865 |
dc.contributor.author.fl_str_mv |
Marques, Dimas da Silva |
dc.subject.por.fl_str_mv |
Educação física a distância Mediação pedagógica Aquisição de habilidades sensório-motoras CNPQ::CIENCIAS HUMANAS::EDUCACAO Physical education at a distance Pedagogical mediation Acquisition of sensorimotor skills |
topic |
Educação física a distância Mediação pedagógica Aquisição de habilidades sensório-motoras CNPQ::CIENCIAS HUMANAS::EDUCACAO Physical education at a distance Pedagogical mediation Acquisition of sensorimotor skills |
description |
Historically, the offer of courses and places through on-site graduation remained as a modality that predominated in higher education in Brazilian territory (MARQUES; ANJOS, 2019). However, with the advent of regulation of the provision of courses through Distance Education (former decree No. 5622/2005, revoked by current Decree No. 9057, of May 25, 2017), there was an exponential growth of this modality in Brazil, especially when observing that between 2009 and 2019, enrollment in undergraduate courses through Distance Education (EaD), rising from just over 838 thousand to almost 2.5 million, representing more than 192.4% of growth, while in the on-site modality, in the same period, there was a growth of just over 20.3% (INEP, 2019). When analyzing the predominance of the offer of Physical Education courses, it is possible to highlight that in 2015 the sum of enrollments in undergraduate degree training (167,668) together with the bachelor's degree (107,409) already occupied the 6th place among undergraduate courses, with 275,077 students. In just four years (INEP, 2019), Physical Education courses passed to occupy the 4th position among the most offered courses in Brazil. Within the scope of Public Institutions of Higher Education (IPES) that offer distance Physical Education (PE) courses, a number of 15 institutions are currently authorized, according to data from the national register of higher education courses and institutions (e-MEC2020) . However, distrust based on discourses that state close/in-person contact with students/professors as an essential condition, particularly in the field of teaching motor skills in the context of training physical education professionals, has motivated several questions, especially regarding the process. distance teaching and learning. In this context, the investigative process was outlined, composing social research applied in articulation with exploratory studies, with the objective of understanding what are the pedagogical mediation proposals used in contexts of MSM acquisition in distance PE courses in Brazil. To achieve the objective of the investigation, the qualitative research approach proved to be adequate, when it enabled the understanding or interpretation of results obtained through methodological procedures of scientific investigation, from an interpretive approach according to Denzin and Lincon (2006). Among the steps defined for the investigation, there is an interpretative analysis of documentary studies, conducting the Systematic Review (SR) process and collecting data in the context of the IPES that offer distance learning PE courses. As a result, there is an interpretative analysis of pedagogical projects with a focus on the theoretical and practical relationship, conceptions or methods of pedagogical or technological mediation and processes for the acquisition of Sensory-Motor Skills (HSM) within the scope of distance PE courses. Through the RS conduction, it is possible to understand the pedagogical or technological mediation and methods oriented to the acquisition of MSM in on-site or distance courses based on the analysis of scientific works, according to the RS protocol. In the end, results of a survey in institutions (data survey), made evident the understanding that distance PE courses, although in full expansion, need face-to-face moments for the completeness of their offer, as well as the need to improve strategies oriented towards pedagogical or technological mediation, especially in the context of sensory motor skills acquisition processes. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-08-27 2021-06-29 2023-03-27T18:47:27Z 2023-03-27T18:47:27Z |
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 |
MARQUES, Dimas da Silva. Educação física a distância: propostas de mediação pedagógica em contextos de aquisição de habilidades sensório-motoras. 2021. 166 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021. http://ri.ufmt.br/handle/1/3917 |
identifier_str_mv |
MARQUES, Dimas da Silva. Educação física a distância: propostas de mediação pedagógica em contextos de aquisição de habilidades sensório-motoras. 2021. 166 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021. |
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http://ri.ufmt.br/handle/1/3917 |
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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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