Educação olímpica no ensino médio : validação qualitativa de um material didático de educação em valores por meio do esporte

• Ano de defesa: 2014
• Autor(a) principal: Silva, Eduardo Viganor
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação Física; Centro de Educação Física e Desportos; UFES; Programa de Pós-Graduação em Educação Física
• Palavras-chave em Português: Olympic Education; Secondary Education; Textbook; Sport; Values; Valores; Livro didático; Educação olímpica; Esportes - Estudo e ensino (Ensino médio); Livros didáticos; Educação Física; 796
• Link de acesso: http://repositorio.ufes.br/handle/10/1930

The changing social values and its plurality indicate a new educational landscape whose understanding points to the need for education in values . The Physical Education curriculum as an obligatory component of basic education is not exempt from this responsibility to develop proposals that cover the discussion and questioning of values in their classes. However, the systematization of these proposals seems to be underdeveloped in school in general, and this discipline in particular. In contrast, the sports content under particular pedagogical treatment has been touted as a vehicle for moral education. Together, also the well-structured textbook can be a helper of teaching practice. Thus, this study attempts to make qualitative validation of a teaching tool for teachers of Physical Education acting in high school and students belonging to this segment of education. For this, the research involved the collaboration of four physical education teachers working in the average level of schooling that have applied and analyzed the relevance of the material from different criteria. Such material is presented as a textbook with proposed activities for the promotion of values from the sport and with reference to the Olympic Education. The results indicate that the material is clear, concise and coherent, but need the indication of more practical activities that allow the discussion of values. It is concluded that the initiative is valid, but it is still necessary to develop indicators that signal application for occurrence of behavioral and attitudinal changes on the part of students subjected to the activities of the instrument.