O texto escolar Metodologia do ensino de Educação Física: compêndio ou manual didático? Uma análise de suas proposições para o trabalho didático na Educação Física Escolar

• Ano de defesa: 2023
• Autor(a) principal: FELIPE FRANCISCO INSFRAN
• Orientador(a): Silvia Helena Andrade de Brito
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: .Pedagogia Crítico-Superadora; Educação Física; Organização do Trabalho Didático
• Link de acesso: https://repositorio.ufms.br/handle/123456789/6745

The thesis presents an investigation of the school text entitled "Teaching Methodology in Physical Education." The current didactic tool, the subject of our research, can be justified by its relevance in the field of Physical Education and for presenting a theoretical proposal of critical-transformative pedagogy (CTP), an approach that goes against conservatism and seeks to resist and engage in a theoretical discussion based on the science of history. The general objective is to discuss the possibilities and limitations of the school text as a didactic tool for teaching Physical Education in the school environment. Our specific objectives are as follows: (1) to analyze the proposals that stem from CTP for the teaching of school Physical Education, as well as to examine the theses and dissertations that discussed the propositions of critical-transformative pedagogy; (2) to present and discuss the CTP proposal, through the main didactic instrument that it provides to teachers, the school text "Teaching Methodology in Physical Education"; (3) to critically discuss the theoretical content of the third chapter of the school text "Teaching Methodology in Physical Education"; (4) to problematize the school text "Teaching Methodology in Physical Education" in its condition as a didactic work instrument and answer the question about whether it is a compendium or a didactic manual. The theoretical- methodological framework of the work is Marxism, advocated as a method by Marx and Engels. The methodological procedures used included the reading of the school text under study (first and second editions); and the collection of other documents that allowed us to problematize this didactic work instrument in Physical Education, using literature review, historiographical production on Physical Education, among others. As considerations, we highlight that the school text "Teaching Methodology in Physical Education," first published in 1992, is the most developed production of Marxist theory in Physical Education, and given the historical conditions, it presented revolutionary and innovative concepts. As a didactic tool, it is positioned in the transition between a compendium and a didactic manual and provides syntheses of content and concepts from historical-cultural psychology and Marxism. In its condition as a transitional school text, it discusses the concept of bodily culture and highlights in its theory a concept of phenomenology, affirming the condition of bodily expression as language. Despite these specificities, the school text corresponds to an important publication that systematizes and aims to socialize the knowledge most developed by society in terms of bodily movement and continues to be an important reference for many authors and teachers in the field. Keywords: Physical Education; Didactic Work; Critical-Transformative Pedagogy.