Lazer, atitudes e saberes na escola: Um relato de experiência no ensino médio

• Autor(a) principal: Silva, Danielly Daiany da
• Data de Publicação: 2015
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/47881
• topic: Escola, lazer e educação física; School, recreation and physical education

This work is characterized as an account of practical experience entitled, leisure, attitudes and knowledge in school: an experience report in high school developed in school State Floriano Cavalcanti. Initially we apply a diagnostic questionnaire with open questions about leisure, school and physical education in order to diagnose the previous knowledge that a round of evening high school class consisting of 30 students of both sexes had will of the theme. After analyzing the questionnaires began to interventions where we present and work in each class of the leisure content (physical, manual, artistic, social and intellectual) so that the knowledge expressed in the questionnaire answered by the students served as a reference for the production of classes. To the activities proposed to take the materials school students' daily life in the wake of a critical eye view on issues surrounding the recreation of the universe. To start the application period classes at school with the aim of presenting the cultural leisure contents proposed by Dumazedier (1980) and explore the knowledge and attitudes that leisure can manifest at school built a teaching unit specifying the theme of each lesson and how we wanted to develop them. Systematized six classes where the proposal for each was present at each meeting of the five leisure contents, showing the possibilities of experiencing each content in the school environment, will discuss the attitudes and awakening knowledge for leisure. The six classes were held in the school yard, in the dance room and on the ground, the rotation in the choice of locations for implementation of each class was important for students to realize the usefulness that these spaces had to offer. To end the classes application period developed a final activity home, where we call 'leisure selfie'. The proposal was that students registrassem through selfie your leisure time and will reflect about some points that work during classes. The idea was that the selfie brought to school as is the timing of leisure each, and if that pleasure is something programmed or is an escape from routine or work. The class responded positively to the proposal from the beginning and how to assess whether the objective was achieved left students motivated with classes, as brought to the school environment some of the issues that have generated debates and conflicts, which is the use of cell phone in school, and the purpose of this selfie revealed the importance that dialogue with what students are awakening a critical look around everyday issues and good use of the media to expand knowledge within the school. I therefore conclude that it is possible to bring pleasure to school and unravel many questions circulating the theme.