Atividades de aventura nos anos iniciais do ensino fundamental: Possibilidades e Desafios a partir da BNCC

• Autor(a) principal: Cássaro , Elizandro Ricardo
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: http://tede.unioeste.br/handle/tede/4619
• topic: Anos Iniciais do Ensino Fundamental; Atividades de Aventura; Interdisciplinaridade; Ensino e aprendizagem; Initial years of the Fundamental Teaching; Adventure Activities; Interdsciplinary; Teaching and Learning; CIENCIAS HUMANAS::EDUCACAO

This research starts from the following assumption in the development of Adventure Activities in the early years of elementary school through the bias of interdisciplinarity and provides better conditions for teaching and students learning. Such importance is due to the possibility of this teaching and contribute to the critical and citizen growth of the subjects, enabling the use of scientific knowledge and school knowledge with other subjects so that it can provide the student with a broader understanding of the world and society. However, the official and regulatory documents of the Physical Education discipline point out that such content, Adventure Activities, should be applied and developed only on the last grades from Elementary and High School through the BNCC. Given this limiter, it becomes apparent the need to think of a methodology which helps Physical Education teachers to think about their insertion also in the early years of elementary school. Given this problem, this dissertation sought to understand, through the contents of the body culture of movement, how we can insert and develop the Adventure Activities in the municipal schools of the city of Maringá, State of Paraná, and its importance for the development of the teaching and learning in Physical Education classes. This research aimed to map the most accessible Adventure Activities to be developed and applied in the school environment. It was assumed that Adventure Activities can be an object of an interdisciplinary approach, constituting as a pedagogical tool for the development of Adventure Activities in Physical Education classes, since it provides better teaching and learning conditions for students during the years of elementary school. The present work aimed to understand how, in the perception of the subjects involved (Physical Education teachers and pedagogical team), the insertion of Adventure Activities can approach other school subjects. In the search for answers, three instruments were used: bibliographic, documentary and field research. The bibliographic considered articles, dissertations and theses on the theme investigated. The documentary research focused on the survey of documents issued by the official bodies related to education and related to Adventure Activities aimed at the early years of elementary school. The field research took place through the application of questionnaires with Physical Education teachers and semi-structured interviews with the members of the pedagogical team of each municipal school. The results of the research show that Adventure Activities can, for most Physical Education teachers and pedagogical staff, occur in schools with the use of specific material / equipment, with specific and continuous training and be in the curriculum of the Education discipline. Physical. One of the possibilities pointed out in this paper is that Adventure Activities through the bias of interdisciplinarity can be more developed and easier to apply with the disciplines of Science and Mathematics. xi Another point is that the most accessible adventure activities for teaching and learning at school are skateboarding, slackline and parkour.