A educação física no último ano do ensino fundamental : construindo saberes significativos

• Ano de defesa: 2020
• Autor(a) principal: Freitas, Ana Paula Oliveira
• 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; Pesquisa-ação; Saberes significativos; CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA; Physical education; Action research; Significant knowledge
• Link de acesso: http://ri.ufmt.br/handle/1/5105

Its theme is "Physical Education in the last year of Elementary School: Building meaningful knowledge", and its main objective is to understand how students have been building their knowledge in the subject of Physical Education, as well as the meanings attributed to this knowledge. The action research took place in a Municipal Basic Education Center, in a peripheral neighborhood, in the city of Barra do Garças - MT, in the class of the ninth grade A. Based on the planning with the class teacher, the research teacher developed different activities with the students, using some research instruments, such as the questionnaire, the recorded conversation wheel and the field diary. The analysis of the data collected shows that students have been building knowledge and assigning meanings about Physical Education, but that these learned knowledge are not always easy to be identified, requiring a deeper analysis, as it seems to us that the more expressed by the body the know, the more difficult its verbal or written expression Physical Education is understood by the majority as a curricular discipline and not only as a leisure moment. Even so, it still manages to involve the students, who participate in the majority for the pleasure and not only for the obligation. The students of the ninth grade of elementary school at the researched school, have recognized the construction of knowledge in Physical Education classes. Understanding it beyond knowing how to do. Physical Education is seen as a time to learn different body practices, as well as a time to learn different knowledge about the body and its relationship with the other and the world around it. The study points out that the practice of Physical Education is linked to taste, they do it because they like it. Evidence that teaching is focused on protagonism, in which students have more freedom and autonomy, as well as from themes of their daily lives.