Inovação educacional na educação física escolar mediada por recursos educacionais abertos (REA)

• Ano de defesa: 2022
• Autor(a) principal: Morisso, Maríndia Mattos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Educação Física; Recursos educacionais abertos (REA); Materiais didáticos; (Co)autoria; Fluência tecnológico-pedagógica (FTP); Physical education didáticos; (Co)authorship; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/26310

The search for the legitimacy of school Physical Education as a compulsory curriculum component of basic education aims to break with an exclusively practical image , focused on knowing how to do. National, state, and municipal curricular documents guide competencies, skills, and contents that are part of the area; however, there is a lack of didactic materials that help teachers and students in the teachinglearning process. In this sense, this research aims to analyze to what extent the educational innovation mediated by Tecnologias Educacionais em Rede Rec (TER), especially ursos Educacionais Abertos (REA), promote the (co)authorship of Physical Education teachers wh o work in the public network of basic education in Rio Grande do Sul (RS). For this, we developed an actionresearch in three Cycles. Cycles 1 and 2 correspond, respectively, to the 1st and 2nd editions of a totally online course in Small Open Online Cours e (SOOC) format on Moodle, for teachers and public servants of the public network of basic education of Rio Grande do Sul. The two editions of the course "REA: Educação para o Futuro", took place in 2018 and 2019. During Cycles 1 and 2 of the action resear ch, we followed the interactions of teachers with a degree in Physical Education, in the activity forums and questionnaires. In both editions, 38 teachers from the area were enrolled, but only 13 completed the course. Cycle 3, on the other hand, consisted in accompanying two physical education teachers in the production of REA. Both work in public schools in two cities in the northwest region of RS. Based on observations, study meetings and interviews, open educational materials were developed and shared in a repository, with (co)authorship of the collaborating teachers. During the three cycles, we analyzed that it is challenging to reuse OER, due to the difficulty of identifying the licenses in the resources and repositories. The production of teaching mate rials and their publication in open format demands extra time from teachers, because they feel insecure when assuming the role of (co)authors. Research participants point to continuing education as a means to spread knowledge about REA and modify practice. Therefore, we understand that educational innovation mediated by TER, especially REA, promotes the (co)authorship of Physical Education teachers who work in the public network of basic education in RS, provided that public policies support their work and that they are recognized by their managers.