Visão dos supervisores do PIBID educação física/UFRN sobre maturação e variáveis antropométricas e a importância deste conhecimento para a prática pedagógica

• Autor(a) principal: Carrilho, Gabriella Katarinne Santos
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/39362
• topic: Educação Física Escolar; Maturação; Antropometria; Crescimento e Desenvolvimento; PCN’s; PIBID.; School Physical Education; Maturation, Anthropometry; Growth and Development; PCN’s; PIBID

Physical Education as a school subject still faces a lot of problems linked to pedagogical methods despite the advancement in class systematization. Therefore, the objective of this study is to analyze teachers' views on maturation and anthropometric variables as an important area of knowledge for pedagogical practice in Elementary Education II and in Secondary Education, according to the contents directed by the National Curricular Parameters (PCN's), considering the importance given by the supervisors of the Institutional Initiation to Teaching Program (PIBID). To do this, first in this study we have a literature review concerning the definitions of growth, development, maturation, and anthropometric evaluation, and its importance as a pedagogic practice, where we dialogue about the complex processes of the person which help in the Physical Education classes, after this, we discuss the importance of the systematization according to the subjects proposed by the PCN´s and in the last chapter we talk about the contribution of the PIBID in the quality of the teaching-learning process and the contribution of formation courses that happened during the time in which the scholars and supervisors participated in the program. This is qualitative-descriptive research, with a sample of 05 (five) participating subjects, all of them acting or former PIBID supervisors of elementary or high schools linked to the program. This research´s data allows us to verify through the meaning assigned to the formation courses by the interviewed supervisors in relation to the anthropometric evaluation for students, that the anthropometric evaluation was not used as a form of pedagogic method to systematize the subject, not identifying the maturational state of the students before applying the subjects, in which some could not express the definition and difference between growth, development and maturation.