Sentidos e significados da educação física para os alunos do IFMT – Campus São Vicente : a pesquisa-ação como forma de construção coletiva de conhecimentos

• Autor(a) principal: Kawashima, Larissa Beraldo
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/1895
• topic: Educação fsica; Ensino médio; Pesquisa-ação; Prática pedagógica; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Physical education; High school; Reserch-action; Pedagogical practice

The pedagogical practice in School Physical Education is an object of interest in the area that, many times, has researches questioned by the teachers who work in Basic Education because they are mostly researches that simply collect data in the school, but do not help solve the common problems of school. Thinking about researches that directly responds to teachers' demands and helps them build a more meaningful and contextualized teaching practice is not an easy task, it takes time and the researchers' willingness to work for a long time in school together with teachers or researching their own pedagogical practices. In this sense, this research aims to investigate how the pedagogical experience in Physical Education in high school integrated to the agricultural technician of the IFMT - Campus São Vicente contributed to the apprehension and definition of feelings and meanings of Physical Education manifested by the students to the teaching of the curricular component in this context. The research is qualitative and research-action type. The locus of the research was the Physical Education classes of the technical course in Agropecuaria, being the students themselves the collaborators. The research was conducted throughout the academic year of 2016, counting with the collaboration of students enrolled in the first years 1B and 1E, second years 2A and 2B, and third years 3A and 3B. Throughout the research process, three cyclical spirals or actionreflection-action cycles were performed with each studied group, which had different durations/ cycles according to the need/ progress of the research, guided by the principles of methodological flexibility advocated by the reserch-action. For the first years, a questionnaire was applied on the first day of class with open questions related to Physical Education classes in Elementary School, the meaning of the Physical Education curricular component, the importance of the discipline for the student formation and what they know and expect from classes of Physical Education in High School. Throughout the school year, all the classes taught were videotaped, being an important part of the research process, because was possible to record more accurately the situations occurred during the class and, mainly, the students' participation in practical situations or discussions / contributions during class. The transcripts of each class were added to the "memoirs" and annotations in a field notebook, following an observation script. All the productions carried out by students such as written evaluations, written works, video works, reports of practical classes / technical visits, among others, were archived and used as data for the construction of the thesis. Another instrument of data collection used was the focal group, performed at the end of each "cyclical spiral" with each group surveyed and the data analysis was based on the descriptive analysis. The data of the experiment with the reserch-action were divided to those related to the first, second and third years, presenting the descriptions and data from the classes and the focal groups and the three cyclic spirals with each year of teaching. Among the results learned from the reserch-action, I highlight: the importance of the pedagogical practice and teaching practice of the Physical Education teacher to legitimize the curricular component in the school; the change of feeling and meaning in relation to Physical Education classes in Primary Education, in which the students emphasized the learning and the relation of the specific knowledge of Physical Education with thenselves, with others and with the world; the relation theory and practice in Physical Education classes stood out in all the focal groups; and, above all, students only learn what makes sense to them, that is, they can understand and relate to the world, to others and to themselves.