Jogos e competições esportivas na escola sob a ótica de professores de educação física
Data
2022-11-08
Autores
Ferreira, Tainá Franz da 
Orientadores
Oliveira, Rogério Cruz de
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O objetivo do estudo é compreender como os/as professores/as de Educação Física das redes públicas e privada de ensino fundamental do país avaliam os jogos e competições esportivas nas escolas em que atuam. Foi desenvolvida uma pesquisa descritiva de abordagem qualitativa. Participaram do estudo 19 professores/as de Educação Física do ensino fundamental atuantes na rede pública e privada de ensino. O critério de inclusão consistiu em estar ativo na função do magistério. A coleta de dados se deu por meio de questionário misto disponibilizado virtualmente em redes sociais e na página da Unifesp-Campus Baixada Santista, dissertando sobre: perfil profissional, objetivo de jogos e competições esportivas e os aspectos da prática pedagógica. A análise dos dados se dará por categorias não apriorísticas. Em termos de resultados, os professores relataram, majoritariamente, que o objetivo dos jogos e competições esportivas era o de proporcionar o trabalho em equipe e socialização dos/as alunos/as. Já em relação ao período que realizam os eventos de jogos e competições esportivas, 78,9% realizam no segundo semestre do ano letivo. Já a respeito da divisão das equipes, os professores relataram que, predominantemente, realizam a divisão por turmas. Quando perguntados se todos os alunos participam desses eventos, aqueles que responderam que sim, afirmam que além dos alunos participarem da organização, também demonstram interesse em participar. Já para os professores que responderam que não, esses predominantemente afirmaram que os eventos não são obrigatórios. Referente a pergunta se há diferença entre meninos e meninas, dez professores responderam que sim, afirmando que há diferença na participação, e interesse de cada gênero. Já outros nove professores responderam que não há diferença, sendo possível elaborar uma única categoria: Oportunidades iguais. Referente ao questionamento se os alunos participam do planejamento do evento, 13 professores dizem que os alunos participam desse momento. Quando solicitados a dizerem os pontos positivos dos eventos, os professores relataram a socialização e trabalho em equipe como os mais evidentes. Já sobre os pontos negativos, os professores relatam a indisciplina dos alunos e a falta de apoio dos demais professores. Quando questionados se gostariam de realizar alguma mudança nesses eventos, 11 professores responderam sim a questão, mudanças como incluir mais modalidades e integrar a participação da escola foram citadas. No entanto, outros oito voluntários responderam negativamente à questão. Referente ao questionamento da importância de eventos de jogos e competições esportivas na escola, todos os professores responderam positivamente à questão, e novamente trazem a socialização como fator determinante. Concluiu-se que os(as) professores(as) concebem e avaliam jogos e competições esportivas na escola numa perspectiva de interação social entre alunos, de forma que incentivem o papel da socialização nesses eventos, promovendo trabalho em equipe.
This study evaluates how Physical Education teachers from public and private elementary schools in the country evaluate sports games and competitions in the schools where they work. Descriptive research with a qualitative approach was developed. The study included 19 Physical Education teachers from elementary schools working in public and private schools. The inclusion criterion consisted of being active in the teaching role. Data collection was performed using a mixed questionnaire virtually available on social networks and on the Unifesp-Campus Baixada Santista website, which addressed: professional profile, purpose of games and sports competitions and aspects of pedagogical practice. Data analysis was performed in non-a priori categories. In terms of results, teachers mostly reported that the purpose of sports games and competitions was to provide students with teamwork and socialization. Regarding the period when games and sports competitions were held, 78.9% take place in the second half of the school year. Regarding the division of teams, teachers reported that, predominantly, they divide by groups. When asked if all students participate in these events, those who answered yes reported that in addition to students participating in the organization, they also show interest in participating. As for the teachers who answered no, these predominantly stated that the events are not mandatory. Regarding the question whether there is a difference between boys and girls, ten teachers answered yes, stating that there is a difference in participation and interest of each gender. Another nine teachers responded that there is no difference, and it is possible to create a single category: Equal opportunities. Regarding the question whether students participate in planning the event, 13 teachers responded that students participate in this moment. When asked to say the positive points of the events, teachers reported socialization and teamwork as the most evident. As for the negative points, the teachers reported the indiscipline of the students and the lack of support from the other teachers. When asked if they would like to make any changes in these events, 11 teachers answered yes to the question, mentioning changes such as including more modalities and integrating school participation. However, another eight volunteers responded negatively to the question. Regarding the questioning of the importance of game events and sports competitions at school, all teachers responded positively to the question, and again mentioned socialization as a determining factor. We conclude that teachers conceive and evaluate sports games and competitions at school in a perspective of social interaction between students, so that they encourage the role of socialization in these events, promoting teamwork.
This study evaluates how Physical Education teachers from public and private elementary schools in the country evaluate sports games and competitions in the schools where they work. Descriptive research with a qualitative approach was developed. The study included 19 Physical Education teachers from elementary schools working in public and private schools. The inclusion criterion consisted of being active in the teaching role. Data collection was performed using a mixed questionnaire virtually available on social networks and on the Unifesp-Campus Baixada Santista website, which addressed: professional profile, purpose of games and sports competitions and aspects of pedagogical practice. Data analysis was performed in non-a priori categories. In terms of results, teachers mostly reported that the purpose of sports games and competitions was to provide students with teamwork and socialization. Regarding the period when games and sports competitions were held, 78.9% take place in the second half of the school year. Regarding the division of teams, teachers reported that, predominantly, they divide by groups. When asked if all students participate in these events, those who answered yes reported that in addition to students participating in the organization, they also show interest in participating. As for the teachers who answered no, these predominantly stated that the events are not mandatory. Regarding the question whether there is a difference between boys and girls, ten teachers answered yes, stating that there is a difference in participation and interest of each gender. Another nine teachers responded that there is no difference, and it is possible to create a single category: Equal opportunities. Regarding the question whether students participate in planning the event, 13 teachers responded that students participate in this moment. When asked to say the positive points of the events, teachers reported socialization and teamwork as the most evident. As for the negative points, the teachers reported the indiscipline of the students and the lack of support from the other teachers. When asked if they would like to make any changes in these events, 11 teachers answered yes to the question, mentioning changes such as including more modalities and integrating school participation. However, another eight volunteers responded negatively to the question. Regarding the questioning of the importance of game events and sports competitions at school, all teachers responded positively to the question, and again mentioned socialization as a determining factor. We conclude that teachers conceive and evaluate sports games and competitions at school in a perspective of social interaction between students, so that they encourage the role of socialization in these events, promoting teamwork.
Descrição
Citação
FERREIRA, Tainá Franz da. Jogos e competições esportivas na escola sob a ótica de professores de educação física. 2022. 43 f. Trabalho de conclusão de curso (Graduação em Educação Física) - Instituto de Saúde e Sociedade, Universidade Federal de São Paulo, Santos, 2022.