Banca de DEFESA: GABRIELA SIMÕES SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : GABRIELA SIMÕES SILVA
DATE: 18/04/2023
TIME: 14:00
LOCAL: https://meet.google.com/uua-qarx-qjk
TITLE:

PHYSICAL EDUCATION IN BASIC EDUCATION FROM THE PERSPECTIVE OF GRADUATING STUDENTS: analysis of attitudes, competences, social support and learnings

KEY WORDS:

Curriculum. Apprenticeship. School. Legitimacy. Basic Education

PAGES: 239
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Teorias da Instrução
SUMMARY:

The practice of physical activities has been present in human life since the beginning. In the educational system, the first debates and initiatives aimed at Physical Education (PE) began to appear at the beginning of the imperial period, although this was not yet included in the organization of national education. In each historical moment, EF had different conceptions and appeared in Legal Documents with different objectives. Conceptions that pervade the area were/are capable of influencing objectives, contents and assumptions for the discipline. Recent studies indicate that PE still seeks pedagogical and curricular legitimacy. There is also a high prevalence of sports content in classes and a strong association between the discipline and the biological perspective. These notes from the scientific community make us question: “what are the perspectives of former students about the PE coursed in Basic Education?”, “what did individuals learn in the school PE discipline after the years studied in Basic Education?” and, finally, “could it be that PE assumptions based on sportivization have been overcome through paradigm shifts?”. Thus, considering the tensions related to the legitimization of the discipline, this research aimed to analyze the attitudinal profile, skills and social support of PE graduates, as well as the learning achieved in the discipline during schooling in Basic Education. A mixed sequential research method was used, using a cross-sectional design, with a retrospective bias. A descriptive, exploratory and comparative character was adopted. The sample in the quantitative phase comprised 148 participants, selected using the snowball sampling technique, and eight participants in the qualitative phase of the research. Data were collected through closed questionnaires and the Focus Group technique. Quantitative data were treated using descriptive and inferential statistics and qualitative data were subject to content analysis using the MaxQda software. The results showed positive attitudes of the respondents towards school PE. The teaching stimulus received was capable of influencing or restricting participation in PE classes. Almost half of the participants conceived themselves as having a skillful profile to take the discipline's classes, although most of them indicated that they had the necessary skills to meet the requirements of PE. Skill level was indicated as a factor capable of influencing student participation, especially when choosing teams. Considering the social support network, parents/guardians were considered those who least encouraged respondents to participate in PE classes, with the most frequent social support coming from PE teachers and classmates. Procedural, conceptual and attitudinal learning was evidenced in the quantitative phase of the research. In the Focus Group, although attitudinal learning was scored, sport was evidenced as a monocontent taught in PE. Still, the practical predominance in the development of the referred content was reported. Collective Sports and Popular Games were indicated as current practice of physical activity. With regard to mobilizing learning from the participation of graduates in PE classes, there was a greater indication of fun, distraction and recreation and staying in a space other than the classroom. Considering the association test between the gender variables and attitude factors, dependencies were found with the frequency of participation in physical activities outside school hours (P=.010) and with regard to attitude towards PE (P=.015). Regarding the learning retained in school PE, dependencies were found with gender, referring to “playing some sport(s) well” (P=.024), “importance attributed to knowledge about the prevention of drug use, STDs and pregnancy in childhood and adolescence” (P=.002) and “benefits of physical, sports and leisure activities for health and well-being” (P=.037). Also, associations were found between the contemporary daily practice of contents learned in PE with sex - dependencies with the contents Dances (P=.005), Fights (P=.032) and Collective Sports (P=.000); and with the age group - significant association with the practice of Dances (P=.000). The research raises relevant questions regarding the stagnation of aspects linked to curriculum development and the ecology of the classroom, but also the feature of advances that stand out in the evidence of consolidation of learning at the conceptual and attitudinal levels.

COMMITTEE MEMBERS:
Presidente - 387329 - JOSE HENRIQUE DOS SANTOS
Interno - 1690441 - RODRIGO LEMA DEL RIO MARTINS
Externo ao Programa - 2939376 - ALDAIR JOSE DE OLIVEIRA - UFRRJExterno à Instituição - DIEGO LUZ MOURA - UNIVASF