| Resumo: |
Physical education is an area of knowledge that deals with the elements of bodily culture of movement, and sport is one of the most common contents in lessons. A pedagogical approach that is appropriate to the various manifestations, diversities and possibilities of teaching sport in the school context is crucial. This study focused on breaking down traditional teaching paradigms, introducing new pedagogical strategies that maintain the essence of sport. Using the Sport Education Model (SEM), a Didactic Unit was structured for teaching basketball, emphasizing its holistic approach to sport and the integral development of the student. The objectives of the Didactic Unit, in the context of the research, were focused on technical-tactical and socio-educational references, as well as a comprehensive approach to the three dimensions of content (conceptual, procedural and attitudinal) in Physical Education classes. The qualitative research was conducted through action research, involving 24 lessons for a 6th grade class at a public school in Confresa, MT. Data was collected using questionnaires (Entry and Exit) and field diary entries. The results indicated that the students had a basic knowledge of basketball. However, the progress observed highlighted the relevance of innovative pedagogical approaches, such as the Sport Education Model, for teaching basketball in Physical Education classes. Throughout the Didactic Unit, there was significant progress in the technical and tactical aspects of basketball. The students' progressive development in problem-solving strategies and movements inherent to the game was evident. This process resulted in notable improvements in specific basketball skills and their application in the context of the game. In addition, the answers to the final questionnaire showed that the students achieved significant results in technical- tactical aspects and their application during games, allowing for the democratic inclusion of the students in the sports season. During the activities, the students' collective engagement was observed, with an emphasis on active participation and collective effort. The students were committed and motivated by the learning process, which was reflected in their effective collaboration and the creation of an environment conducive to learning. Enthusiastic attitudes were evident in their commitment to the activities. However, we faced some challenges in implementation, especially when differences of opinion and doubts about the rules arose. On these occasions, it was necessary to resort to emancipatory interventions. These interventions, designed to promote students' autonomy and freedom of thought and action, enabled them to develop critical negotiation skills, mutual respect and understanding of different perspectives. This was crucial in overcoming obstacles and ensuring effective and constructive learning. On the other hand, further research is needed to help consolidate the factors related to collective behavior and the applicability of rules in the school context. Therefore, it was concluded that the use of the Sport Education Model in basketball classes has emerged as a viable and cohesive alternative to be implemented in the context of school Physical Education, providing an innovative approach to teaching this sport. Through this approach, it became noticeable that the traditional view of teaching was transcended, promoting a more comprehensive and effective educational experience. In this context, it was essential to mention that one of the main benefits of the model lies in the active participation of the students. They showed enthusiasm, getting involved throughout the process, taking on different roles that went beyond mere technical skills. Their participation contributed significantly to an enriching experience that encompassed aspects that went beyond the technical side of the sport. |
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