A percepção dos professores sobre as atividades fisicamente ativas : uma pesquisa de implementação da intervenção do Projeto Erguer/Aracaju

• Ano de defesa: 2021
• Autor(a) principal: Almeida, Themyres Gabriele Santos
• Orientador(a): Schmitz, Heike
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação - Estudo e ensino; Aprendizagem ativa - Aracaju; Educação pelo movimento; Professores; Ensino - Meios auxiliares; Pesquisa educacional; Teacher
• Palavras-chave em Inglês: Implementation research; Physically active activities
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/14838

This implementation research aims to analyze the perception of teachers participating in the Project ERGUER/Aracaju regarding the feasibility physically active activities. The intention is to contribute to the Project ERGUER/Aracaju, which started a longitudinal intervention (from 2018 to 2021) to monitor the effect of physically active activities on sedentary behavior, cognitive and academic performance in students who participate in them. The intervention consists of carrying out teaching activities in movements and learning in movements. The research takes place in a municipal school in Aracaju city, Sergipe state. In this school, it was formed an intervention group and a control group. Through this research, it is specifically proposed to identify the obstacles perceived by teachers for the implementation of physically active activities; identify the opportunities perceived by teachers to insert more body movement for students in teaching and learning process; categorize the factors (un)favorable to implementation, as well as analyze the suggestions given by professionals regarding the continuation of the Project ERGUER/Aracaju. The sample is composed of three intervention teachers from the third grade in 2019 school year. The data were collected through semistructured interviews, recorded conversations on WhatsApp and notes in the field diary. For the treatment and analysis of the data, it was used the MAXQDA software. The results indicate the lack of time to plan, prepare and execute the activities. It was also found that the teachers’ insecurity and lack of knowledge about the effectiveness of the activities were factors that made difficult the inclusion of more movement in the classroom. As factors that favor the intervention, it is revealed the autonomy maintained by the teachers regarding their didactic and methodological choices, as well as the positive perceptions about the well-being of the students and their social capacities.