Repensando o ensino do esporte por meio do modelo de educação esportiva: aprendizagem colaborativa, autonomia e participação das meninas

• Ano de defesa: 2023
• Autor(a) principal: Capobiango, Bianca
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Educação Física em Rede Nacional; Centro de Educação Física e Desportos; UFES; Programa de Mestrado Profissional em Educação Física em Rede Nacional
• Palavras-chave em Português: Modelo pedagógico; Sport Education; Voleibol; Gênero; Prática docente; subject.br-rjbn; Educação Física
• Link de acesso: http://repositorio.ufes.br/handle/10/17033

This study aims at seeking for an innovative pedagogical model to the teaching of sports in Physical Education (P.E.) classes. Upon a few possibilities, the Sport Education Model (SEM) was chosen due to the proximity to my own teaching practice as a local P.E. teacher for almost twenty years. SEM is a curriculum model aimed at placing the student at the center of the teaching-learning process. It stimulates active participation, cooperation and students’ protagonism by fostering enthusiasm with the practice. In this sense, this research aims at investigating the development of a pedagogical practice based on SEM in P.E. classes focusing on gender relations and girls’ participation during the classes. In order to achieve this goal, the systematization of experience methodology was utilized in which I benefited from, reflected upon and shared the experience as well as the results and learning acquired. The study was carried out in a local public school, located in Vila Velha, with 31 students of the 8th grade. Data production tools consisted of a Field Journal, Semi-structured Interviews with students and the Analysis of the footage of the classes. The results showed that the practice based on SEM may contribute to students’ learning of sports, improve their bonds and enhance girls’ participation. Students appeared to be more competent, excited and wellbehaved, as far as sports is concerned, besides feeling more motivated to practice sports in other contexts. In the end, my background reflection illustrated my learning and the limitations to the implementation of a didactic unit based on SEM emphasizing the importance of the disposition of changing the pedagogical practice and the support coming from PROEF (Brazilian National Master’s Degree in Physical Education Program) and guidance meetings.