Sport education no ensino médio: análise de conduta nas aulas de educação física escolar

• Autor(a) principal: Pereira, Beatriz de Souza
• Data de Publicação: 2021
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/214209
• topic: Sport education; Fair play; Educação física; Ensino médio; Estudantes - Conduta; Educação física escolar

In school Physical Education (EFE) we seek to break with the traditional model in sport teaching, marked by segregation between students and overvaluation of technical performance. Current approaches to Sport Pedagogy present proposals such as Sport Education (SE), which seeks to offer an experience authentic and meaningful sports, differentiating itself from the traditional model, by value issues such as attitudinal knowledge of sports practice and understand that fair play, valued by the model, can be an important element in effective. Therefore, the objective of this work was to analyze how the students behaved in relation to fair play attitudes, during a sports education project in PE classes from a high school class. A survey of qualitative nature, with a longitudinal characteristic, in which the data were used. produced by an extension project in partnership with a public school in High School in a city in the interior of the state of São Paulo, where they were held three seasons of the SE model with the same class, from the first to the third year. For the production of data, two instruments of research: field diary and focus group, with the data being analyzed and discussed by through descriptive qualitative analysis. Data referring to the fair play, which were categorized according to the Sports Card into six categories, namely: respecting the regulations, respecting the arbitrators and accepting their decisions, respecting opponents, showing concern for the equality of opportunities among competitors, permanently maintain one's dignity and respect your own teammates. As main results, it was identified that the work based on fair play enabled reflections, on the part of students, on the subject and possibly influenced changes in behavior in all categories analyzed, according to the reports presented. It is concluded that working with fair play in Physical Education classes, through the SE model, allows students to reflect on values ​​and attitudes aimed at changing their behavior, so that they can transfer knowledge attitudes experienced in classes for life, however, changes are needed in the performance of EFE teachers to carry out the work with fair play in classes.