doctoralThesis
Educação física e recursos educacionais digitais: uma intervenção pedagógica no Ensino Médio Integrado do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte
Fecha
2021-02-25Registro en:
BATISTA, Alison Pereira. Educação física e recursos educacionais digitais: uma intervenção pedagógica no Ensino Médio Integrado do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte. 2021. 194f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2021.
Autor
Batista, Alison Pereira
Resumen
This research has emerged from my questioning as a teacher, on my actionsreflections-actions process throughout our academic and professional path. As a
teacher in basic education, I have faced the inclusion of new technologies for the
teaching of Physical Education (EF). Therefore, we have investigated, more
specifically, the production of Digital Educational Resources (RDEs), in Professional
Vocational High School (EMI). We proposed the following thesis: a pedagogical
intervention on the Physical Education classes – sports. The intervention is
supported on dialogical approaches for teaching and learning and RDE productions.
It withdraws from traditional teaching models: communication between teacherstudents and students-students at Physical Education at schools (EFE). We
proposed the following questions: a) Is it possible to mediate the teaching and the
learning processes on Physical Education classes through the production of RED? b)
Can we motivate students on sports contents on Physical Education classes
considering the incorporation of technologies? Therefore, we outlined the general
objective: analyze and discuss a pedagogical intervention process in Physical
Education classes in EMI, about the sports contents mediated through production of
REDs. This study is qualitative (CHIZZOTTI, 1995), followed by a descriptive
character (GIL, 2008). Among the qualitative types of research, we chose the
autoethnography (ELLIS; ADAMS; BOCHNER, 2011). The intervention was carried
out at the Federal Institute of Education, Science and Technology of Rio Grande do
Norte (IFRN), Campus Parnamirim. I taught the students who are subjects of this
research. There were 124 students in EMI 2nd year. They were separated into four
different classes – two Computing classes and two Mechatronics classes. We
supervised 34 different school projects – digital magazines, infographics, quiz, video
classes, websites, apps, and WhatsApp stickers. These REDs embodied discussions
on several social issues such as gender inequality, transsexuality, homophobia,
racism, disability, social inclusion, science, technology, innovation, and
entertainment. The quality of the production of REDs was satisfactory. The most
important contribution from the school projects was the experience of the dialogical
and libertarian teaching and learning process. Thus, the pedagogical process based
on the dialogical perspective addressed by Paulo Freire has been proved effective,
relevant, and prompting meaningful learning processes. The research could
experience important Paulo Freire categories such as dialogue, interlocution,
collaboration, humility, teaching, learning, research, leisure, creativity, curiosity,
meaning, prominence, and liberty. The entire process and the results have validated
and proved our hypothesis proposed as thesis.