"Às suas marcas, vai!" Compreendendo a iniciação esportiva na natação
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Data
2024-04-24
Autores
Oliveira , Thays Nara [UNIFESP]
Orientadores
Oliveira, Rogério Cruz de [UNIFESP]
Tipo
Dissertação de mestrado
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Durante muitos anos, o ensino da natação no Brasil foi realizado dentro de um método mecanicista, com maior ênfase no plano técnico do que no pedagógico e, quando o ensino é focado no produto, aspectos como a etapa de desenvolvimento da habilidade do nadar em que o aluno encontra-se, sua faixa etária, seus interesses e possibilidades físicas, não são considerados, o que pode tornar a aprendizagem da natação um processo sem significado e repetitivo para quem aprende, caminhando em sentido oposto há uma pedagogia do esporte, a qual não deve se dar pelo viés simplista de educar as crianças com base no cumprimento de tarefas pré-estabelecidas e metas, mas sim em proporcionar autonomia, descoberta e compreensão de si mesmos, propiciando um equilíbrio pedagógico entre o racional e o sensível. Assim sendo, a iniciação no esporte é um elemento complexo, cheio de sensibilidade que deve considerar uma série de unidades que se coexistem e se inter-relacionam. Ao mencionarmos a iniciação e ensino, relacionando os modelos pedagógicos e a natação, aparenta-se existir uma lacuna em modelos teóricos que deem sustentação a uma pedagogia de ensino, porém algumas práticas metodológicas destacam-se como as correntes global, analítica e sintética ou moderna e também a difundida Metodologia Gustavo Borges (MGB). As estratégias metodológicas a serem adotadas são múltiplas e heterogêneas e variam conforme os objetivos e os conteúdos a ser ensinado. A vista disso, o objetivo do estudo consistiu em compreender o processo de iniciação esportiva da natação com crianças e adolescentes de 7 a 14 anos sob a ótica de seus professores/técnicos. Para tanto, foi desenvolvido um estudo descritivo com abordagem qualitativa, onde participaram professores/técnicos de natação, atuantes no programa de iniciação esportiva (Programa SuperEscola Esportivo), da rede pública da Estância Balneária de Praia Grande-SP. A coleta de dados deu-se por meio de entrevistas semiestruturadas e a análise das respostas dos participantes por categorias não-apriorísticas. Os dados obtidos revelam que, dentro do programa, existe uma subdivisão entre professores/técnicos, local de atuação, iniciação esportiva, iniciação e competição e iniciação esportiva e competitiva para pessoas com deficiência (PCD). Posto isso, os professores/técnicos atuantes no programa SuperEscola, de uma forma geral, têm autonomia e experiência para ocupar-se da natação de forma dinâmica, na qual priorizam as capacidades e necessidades individuais dos alunos, deste modo conversando com os princípios da pedagogia do esporte na iniciação esportiva, deixando claro que esse é um momento crucial para o desenvolvimento físico, cognitivo e social das crianças. Logo, em conjunto, esses professores/técnicos contribuem para a formação de crianças e adolescentes mais ativos e socialmente integrados, proporcionando um traquejo enriquecedor no ambiente aquático, contribuindo significativamente para o avanço e a popularização da natação como prática corporal e esportiva, podendo, desse modo, concluir que o processo de iniciação esportiva, pela ótica dos professores/técnicos do programa, nada para além dos quatro estilos formais e revela ter uma prática que se distancia da convencional, evidenciando, como primeiro plano, o aluno e a diversidade de experiências corporais aquáticas proporcionadas a eles.
For many years, the teaching of swimming in Brazil was carried out within a mechanistic method, with greater emphasis on the technical than on the pedagogical planning and, when the teaching is focused on the product, aspects such as the stage of development of the swimming ability in which the student is, their age group, their interests and physical possibilities, are not considered, which can make the learning of swimming a meaningless and repetitive process for those who learn, leading to the opposite direction there is a pedagogy of sport, which should not be given by the simplistic bias of educating children based on the achievement of pre-established tasks and goals, but rather in providing autonomy, discovery and understanding of themselves, providing a pedagogical balance between the rational and the sensitive. Therefore, initiation in sport is a complex element, full of sensitivity that must consider a series of units that coexist and interrelate. When we mention initiation and teaching, relating pedagogical models and swimming, it seems that there is a gap in theoretical models that support a teaching pedagogy, but some methodological practices stand out, such as the global, analytical and synthetic or modern currents and the widespread Gustavo Borges Methodology (MGB). The methodological strategies to be adopted are multiple and heterogeneous and vary according to the objectives and contents to be taught. Thus, the objective of the study was to understand the process of sports initiation of swimming with children and adolescents from 7 to 14 years old from the perspective of their teachers/coaches. To this end, a descriptive study with a qualitative approach was developed, with the participation of swimming teachers/coaches, working in the sports initiation program (SuperEscola Esportivo Program), from the public network of the Estância Balneária de Praia Grande - SP. Data collection was carried out through semi-structured interviews and analysis of the participants' responses by non-a priori categories. The data obtained reveal that, within the program, there is a subdivision between teachers/technicians, place of work, sports initiation, initiation and competition, and sports and competitive initiation for people with disabilities (PCD). That said, the teachers/technicians working in the SuperEscola program, in general, have the autonomy and experience to deal with swimming in a dynamic way, in which they prioritize the individual abilities and needs of the students, thus talking to the principles of sports pedagogy in sports initiation, making it clear that this it is a crucial time for children's physical, cognitive, and social development. Therefore, together, these teachers/technicians contribute to the formation of more active and socially integrated children and adolescents, providing an enriching practice in the aquatic environment, contributing significantly to the advancement and popularization of swimming as a body and sports practice, thus being able to conclude that the process of sports initiation. From the perspective of the program's teachers/technicians, it swims beyond the four formal styles and reveals to have a practice that distances itself from the conventional, highlighting, in the foreground, the student and the diversity of aquatic body experiences provided to them.
For many years, the teaching of swimming in Brazil was carried out within a mechanistic method, with greater emphasis on the technical than on the pedagogical planning and, when the teaching is focused on the product, aspects such as the stage of development of the swimming ability in which the student is, their age group, their interests and physical possibilities, are not considered, which can make the learning of swimming a meaningless and repetitive process for those who learn, leading to the opposite direction there is a pedagogy of sport, which should not be given by the simplistic bias of educating children based on the achievement of pre-established tasks and goals, but rather in providing autonomy, discovery and understanding of themselves, providing a pedagogical balance between the rational and the sensitive. Therefore, initiation in sport is a complex element, full of sensitivity that must consider a series of units that coexist and interrelate. When we mention initiation and teaching, relating pedagogical models and swimming, it seems that there is a gap in theoretical models that support a teaching pedagogy, but some methodological practices stand out, such as the global, analytical and synthetic or modern currents and the widespread Gustavo Borges Methodology (MGB). The methodological strategies to be adopted are multiple and heterogeneous and vary according to the objectives and contents to be taught. Thus, the objective of the study was to understand the process of sports initiation of swimming with children and adolescents from 7 to 14 years old from the perspective of their teachers/coaches. To this end, a descriptive study with a qualitative approach was developed, with the participation of swimming teachers/coaches, working in the sports initiation program (SuperEscola Esportivo Program), from the public network of the Estância Balneária de Praia Grande - SP. Data collection was carried out through semi-structured interviews and analysis of the participants' responses by non-a priori categories. The data obtained reveal that, within the program, there is a subdivision between teachers/technicians, place of work, sports initiation, initiation and competition, and sports and competitive initiation for people with disabilities (PCD). That said, the teachers/technicians working in the SuperEscola program, in general, have the autonomy and experience to deal with swimming in a dynamic way, in which they prioritize the individual abilities and needs of the students, thus talking to the principles of sports pedagogy in sports initiation, making it clear that this it is a crucial time for children's physical, cognitive, and social development. Therefore, together, these teachers/technicians contribute to the formation of more active and socially integrated children and adolescents, providing an enriching practice in the aquatic environment, contributing significantly to the advancement and popularization of swimming as a body and sports practice, thus being able to conclude that the process of sports initiation. From the perspective of the program's teachers/technicians, it swims beyond the four formal styles and reveals to have a practice that distances itself from the conventional, highlighting, in the foreground, the student and the diversity of aquatic body experiences provided to them.
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Citação
OLIVEIRA, Thays Nara. Às suas marcas, vai! Compreendendo a iniciação esportiva na natação. 2024. 128 f. Dissertação (Mestrado Interdisciplinar em Ciências da Saúde) - Universidade Federal de São Paulo, Instituto de Saúde e Sociedade, Santos, 2024.