Cultura da infância e educação física : um estudo a partir das práticas corporais de aventura

• Ano de defesa: 2020
• Autor(a) principal: Guimarães, Wanessa Gomes Chagas
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Faculdade de Educação Física (FEF); UFMT CUC - Cuiabá; Programa de Pós-Graduação Mestrado Profissional em Educação Física em Rede Nacional - PROEF
• Palavras-chave em Português: Educação física; Educação infantil; Práticas corporais de aventura; CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA; Physical education; Child education; Adventure body practices
• Link de acesso: http://ri.ufmt.br/handle/1/5018

The research proposal of this work is presented with the following question: How can the themes of the Corporal Adventure Practices be considered considering the axes of children's culture in Physical Education classes? The central objective is to reflect on the pedagogical practice of Corporal Adventure Practices in conjunction with the axes of childhood culture (playfulness, reiteration, fantasy of the real and interactivity), referenced mainly by Sarmento (2004). The research methodological plan is based on a qualitative approach, inspired by action research, with research data collection techniques: an observation matrix with a record of the facts seen and heard in the researcher's field diary, accompanied by the photographic record and filmic. From the analysis of the data, we have as reflections: 1) the centrality of the process is not in the teacher, but in the child, but it is essential that the teacher master the intentionality of the actions to promote the teaching of the objects of knowledge. 2) Understanding that playfulness, interactivity, repetition and fantasy are part of all the child's actions during the activities helps the teacher to reflect that the child will give other functions to the materials used in the classes, as well as the movements that he will use to explore the environment and that this is part of your reading of the world. 3) It is necessary to develop a sensitivity to perceive when it is necessary to direct the teacher guided by caring / educating and when it is necessary to let the child create his own moment, in order not to fall into a domination of the bodies or in a disguised “pedagogical disinvestment” of useless playful activities.