Artículos de revistas
MEANING, MOBILIZATION AND LEARNING: STUDENT'S RELATIONS TO MARTIAL ARTS KNOWLEDGE IN PHYSICAL EDUCATION CLASSES
Fecha
2018-04-01Registro en:
Movimento. Porto Alegre: Univ Fed Rio Grande Do Sul, Escola Educ Fisica, v. 24, n. 2, p. 555-568, 2018.
0104-754X
10.22456/1982-8918.70995
WOS:000441471600015
6026760351434205
Autor
Inst Fed Educ Ciencia & Tecnol Sul Minas
Universidade Estadual Paulista (Unesp)
Institución
Resumen
Based on ''relationship-to-knowledge theory. the purpose of this study is to understand how students relate to martial arts knowledge at Physical Education classes. It is a case study which used interviews with students and a teacher. and classroom observations. Results indicate that identity and socials relations conditioned students' initial impressions and interest towards martial arts. and teaching strategies conditioned mobilization or demobilization toward learning. Martial arts teaching in schools was found to be dominated by tensions. Student's preconceptions have to be re-framed; the teacher has to (re)construct pedagogical knowledge on that content; and Physical Education as a school subject should interrelate all the learning figures: object-knowledge. domain-knowledge and relational-knowledge.