O ensino de física e a dialogicidade: utilização do esporte jiu jitsu para o aprendizado científico

Abstract

In the universe of education, especially in the teaching and learning process, the school is almost unanimous as the first place, but in addition to this formal teaching environment, there are other spaces considered non-formal conducive to teaching, as long as the work is well planned and developed. It is perceived in the students the lack of interest in the contents of physics, but there is also a great attraction on the majority for the practice of sports. Thus, the work is based on the dialogical conception of Freire (1987), in an attempt to express the thoughts of those who are part of it. Through the methodology of Delizoicov, Angotti and Pernambuco (2001), the work aims to promote the problematization of physical concepts and Jiu Jitsu strikes in the search for scientific learning. From Santiago and Martins (2009), the work intends to promote an interdisciplinarity between physics content and the sport theme and thus make it possible to discuss aspects related to the scientific foundation of the human movement within Jiu-Jitsu sport. Such as historical, scientific aspects in the application of knowledge of a biomechanical nature to promote the teaching of physics in the practice of sport. With regard to learning, they are related to movements involving the concepts of simple machines (levers), strength, amount of movement, torque, center of mass, aiming to promote the detection of solutions in the quality of movements, creating awareness to control injuries and efficiency while running. In this sense, the action to be taken aims to awaken to the reflection of why the efficiency of some strokes when well executed and Biomechanics as an area of knowledge involving physics and sport, thus being able to influence scientific learning. In this way, the work aims to present a proposal for teaching physics from the perspective of Jiu Jitsu sport in the light of dialogicity in an attempt to learn biomechanics and its involved physical scientific concepts. Thus, it is concluded that the present work highlights the importance of promoting interdisciplinarity in the search for learning to teach in the training of education professionals, whether in physical education or in physics, since in everyday life everything is related.