Atividades de aventura nos anos iniciais do ensino fundamental: Possibilidades e Desafios a partir da BNCC
Autor(a) principal: | |
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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 |
Resumo: | 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. |
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Malacarne , Vilmarhttp://lattes.cnpq.br/2174433445359774Pimentel , Giuliano Gomes de Assishttp://lattes.cnpq.br/5074388036246808Borges , Gustavo Andréhttp://lattes.cnpq.br/8450697161244021Silva Júnior , Arestides Pereira dahttp://lattes.cnpq.br/2172035925617965http://lattes.cnpq.br/4005567405390165Cássaro , Elizandro Ricardo2020-01-10T14:15:44Z2019-08-21CÁSSARO, Elizandro Ricardo. Atividades de aventura nos anos iniciais do ensino fundamental: Possibilidades e Desafios a partir da BNCC. 2019. 160 f. Dissertação( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná,Cascavel, 2019.http://tede.unioeste.br/handle/tede/4619This 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.Esta pesquisa parte do pressuposto no desenvolvimento das Atividades de Aventura nos anos inicias do Ensino Fundamental, pelo viés da interdisciplinaridade, e propicia melhores condições de ensino e aprendizagem dos alunos. Tal importância se deve à possibilidade desse ensino e contribuir com a formação crítica e cidadã dos sujeitos, oportunizando a utilização dos conhecimentos científicos e saberes escolares com as demais disciplinas, para que possa oportunizar ao aluno a compreensão mais ampla de mundo e sociedade. Porém os documentos oficiais e reguladores da disciplina de Educação Física apontam que tais conteúdos, as Atividades de Aventura, devem ser aplicados e desenvolvidos somente a partir dos anos finais do Ensino Fundamental e Ensino Médio mediante a BNCC. Diante deste limitador, torna-se visível a necessidade de pensar uma metodologia que ajude os professores da Educação Física a pensar sua inserção também nos anos iniciais do Ensino Fundamental. Diante dessa problemática, nessa dissertação, buscou-se compreender, por meio dos conteúdos da cultura corporal de movimento, como podemos inserir e desenvolver as Atividades de Aventura na escola municipais da cidade Maringá, do Estado do Paraná, e sua importância para o desenvolvimento do ensino e aprendizagem nas aulas de Educação Física. Nesta busca teve-se como objetivo mapear as Atividades de Aventura mais acessíveis a ser desenvolvidas e aplicadas no ambiente escolar. Partiu-se do pressuposto de que Atividades de Aventura possam ser um objeto de uma abordagem interdisciplinar, constituindo como ferramenta pedagógica para o desenvolvimento das Atividades de Aventura nas aulas de Educação Física, uma vez que propicia melhores condições de ensino e aprendizagem para os alunos dos anos iniciais do Ensino Fundamental. O presente trabalho buscou compreender como, na percepção dos sujeitos envolvidos (professores de Educação Física e equipe pedagógica), a inserção das Atividades de Aventura pode se aproximar das demais disciplinas escolares. Na busca por respostas, três instrumentos foram utilizados: pesquisa bibliográfica, documental e de campo. A bibliográfica considerou artigos, dissertações e teses sobre a temática investigada. A pesquisa documental teve por foco o levantamento de documentos emitidos pelos órgãos oficiais ligados à educação e que têm relação com as Atividades de Aventura voltadas para os anos inicias do Ensino Fundamental. A pesquisa de campo aconteceu com a aplicação de questionários com professores de Educação Física e entrevista semiestruturada com os membros da equipe pedagógica de cada escola municipal. Os resultados da pesquisa evidenciam que as Atividades de Aventura podem, para a maioria dos professores de Educação Física e equipe pedagógica, ocorrer nas escolas a partir do uso do material/equipamento específico, com formação específica e continuada e estar no ix currículo da disciplina de Educação Física. Uma das possibilidades apontadas nesse trabalho é que as Atividades de Aventura, pelo viés da interdisciplinaridade, podem ser mais desenvolvidas e mais facilmente aplicadas com as disciplinas de Ciências e Matemática. Outro dado apontado é que as Atividades de Aventura mais acessíveis para ensino e aprendizagem na escola são o skate, slackline e parkour.Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2020-01-10T14:15:44Z No. of bitstreams: 2 Elizandro_Cássaro_2019.pdf: 2100724 bytes, checksum: 149c02e679b5eb1027b57ddb5ca131f0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2020-01-10T14:15:44Z (GMT). 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dc.title.por.fl_str_mv |
Atividades de aventura nos anos iniciais do ensino fundamental: Possibilidades e Desafios a partir da BNCC |
dc.title.alternative.eng.fl_str_mv |
Adventure activities in the initial years of fundamental education: Possibilities and Challenges from the BNCC |
title |
Atividades de aventura nos anos iniciais do ensino fundamental: Possibilidades e Desafios a partir da BNCC |
spellingShingle |
Atividades de aventura nos anos iniciais do ensino fundamental: Possibilidades e Desafios a partir da BNCC Cássaro , Elizandro Ricardo 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 |
title_short |
Atividades de aventura nos anos iniciais do ensino fundamental: Possibilidades e Desafios a partir da BNCC |
title_full |
Atividades de aventura nos anos iniciais do ensino fundamental: Possibilidades e Desafios a partir da BNCC |
title_fullStr |
Atividades de aventura nos anos iniciais do ensino fundamental: Possibilidades e Desafios a partir da BNCC |
title_full_unstemmed |
Atividades de aventura nos anos iniciais do ensino fundamental: Possibilidades e Desafios a partir da BNCC |
title_sort |
Atividades de aventura nos anos iniciais do ensino fundamental: Possibilidades e Desafios a partir da BNCC |
author |
Cássaro , Elizandro Ricardo |
author_facet |
Cássaro , Elizandro Ricardo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Malacarne , Vilmar |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2174433445359774 |
dc.contributor.referee1.fl_str_mv |
Pimentel , Giuliano Gomes de Assis |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/5074388036246808 |
dc.contributor.referee2.fl_str_mv |
Borges , Gustavo André |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8450697161244021 |
dc.contributor.referee3.fl_str_mv |
Silva Júnior , Arestides Pereira da |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/2172035925617965 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4005567405390165 |
dc.contributor.author.fl_str_mv |
Cássaro , Elizandro Ricardo |
contributor_str_mv |
Malacarne , Vilmar Pimentel , Giuliano Gomes de Assis Borges , Gustavo André Silva Júnior , Arestides Pereira da |
dc.subject.por.fl_str_mv |
Anos Iniciais do Ensino Fundamental Atividades de Aventura Interdisciplinaridade Ensino e aprendizagem |
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 |
dc.subject.eng.fl_str_mv |
Initial years of the Fundamental Teaching Adventure Activities Interdsciplinary Teaching and Learning |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
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. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-08-21 |
dc.date.accessioned.fl_str_mv |
2020-01-10T14:15:44Z |
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.citation.fl_str_mv |
CÁSSARO, Elizandro Ricardo. Atividades de aventura nos anos iniciais do ensino fundamental: Possibilidades e Desafios a partir da BNCC. 2019. 160 f. Dissertação( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná,Cascavel, 2019. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/4619 |
identifier_str_mv |
CÁSSARO, Elizandro Ricardo. Atividades de aventura nos anos iniciais do ensino fundamental: Possibilidades e Desafios a partir da BNCC. 2019. 160 f. Dissertação( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná,Cascavel, 2019. |
url |
http://tede.unioeste.br/handle/tede/4619 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
-8451285793228477937 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.department.fl_str_mv |
6678066452762177366 |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UNIOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Educação, Comunicação e Artes |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTE instname:Universidade Estadual do Oeste do Paraná (UNIOESTE) instacron:UNIOESTE |
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Universidade Estadual do Oeste do Paraná (UNIOESTE) |
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UNIOESTE |
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UNIOESTE |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE |
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http://tede.unioeste.br:8080/tede/bitstream/tede/4619/5/Elizandro_C%C3%A1ssaro_2019.pdf http://tede.unioeste.br:8080/tede/bitstream/tede/4619/2/license_url http://tede.unioeste.br:8080/tede/bitstream/tede/4619/3/license_text http://tede.unioeste.br:8080/tede/bitstream/tede/4619/4/license_rdf http://tede.unioeste.br:8080/tede/bitstream/tede/4619/1/license.txt |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE) |
repository.mail.fl_str_mv |
biblioteca.repositorio@unioeste.br |
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1811723421911875584 |