Percepção de gênero para professores de Educação Física e suas implicações didáticas
Data
2022-10-21
Autores
Vieira, Isabella Gaspar 
Orientadores
Oliveira, Rogério Cruz de
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O trabalho tem como objetivo compreender a percepção de gênero para professores/as de educação
física e suas implicações didáticas. Foi desenvolvida uma pesquisa descritiva de abordagem
qualitativa. Participaram do estudo 17 professores/as de educação física do ensino fundamental e/
ou médio lotados/as em redes públicas ou privadas de ensino. A coleta de dados se deu por meio de
questionário misto, disponibilizado virtualmente, versando sobre: o perfil profissional, conceito de
gênero e os aspectos da prática pedagógica. A análise dos dados se deu por categorias não
apriorísticas, podendo ser elaboradas por frequenciamento e relevância implícita. Em termos de
perfil docente, são professores/as com experiência mínima de 1 ano até 41 anos, idade entre 27 e 61
anos, sendo que todos ministram aulas mistas em suas escolas. Sobre o conceito de gênero, o
conjunto de respostas nos permitiu elaborar sete categorias: identidade; opção; diferença; sexo;
características sociais; divisão e percepção de si. Quando perguntados sobre as aulas mistas, cinco
professores/as afirmaram que o fato não influencia no planejamento das aulas, pois tratam todos
com igualdade e, para uma docente, o fato não influencia, pois a mesma leva em consideração a
particularidade de cada indivíduo. Já para oito docentes há de considerar as particularidades entre os
gêneros, pois existem diferenças que podem necessitar de adaptações, citadas por três professores.
Em relação aos objetivos das aulas, surgiram seis categorias: apreender a cultura corporal de
movimento; estimular a criticidade; oportunizar vivências; desenvolvimento de habilidades;
oportunizar a prática esportiva e varia de acordo com o conteúdo. Em termos de conteúdo,
componentes da cultura corporal (jogo, ginástica, esporte, dança, lutas, etc.) é o norte do
planejamento de todos os professores/as, além do corpo e/ou saúde, valores e ética. A seleção destes
conteúdos se dá pelos currículos pré-estabelecidos pelo governo federal, estados e municípios,
demandas da comunidade escolar, planejamento anual da escola e da disciplina e experiência
docente. Quando solicitados a descreverem uma boa aula que ministraram, as categorias de análise
foram: teórico-prática (explanação teórica inicial e vivência corporal); problematizadora (estudantes
estimulados a contribuir com a aula em todos os momentos através do diálogo constante sobre o
objeto de aprendizagem); tradicional (aquecimento, parte principal e volta à calma); participativa
(empenho do docente na participação de todos). Em termos de critério avaliativo, as categorias
foram: participação e aprendizagem. Já nos instrumentos foi possível compreender a existência de
quatro categorias: atividades individuais e em grupo; prova; observação e registro e desenho.
Concluímos que os/as professores/as percebem gênero numa perspectiva social e isso os distancia
de uma prática pedagógica esportivista e sexista, embora ainda seja possível perceber métodos de
aula e avaliação limitantes.
This study aims to understand the perception of gender for physical education teachers and its didactic implications. Descriptive research with a qualitative approach was developed. Participated in the study 17 physical education teachers of elementary and/or high school working in public or private schools. Data collection was performed using a mixed questionnaire, available virtually, dealing with: the professional profile, the concept of gender and aspects of pedagogical practice. Data analysis was carried out by non-a priori categories, which can be elaborated by frequency and implicit relevance. In terms of teaching profile, they are teachers with a minimum experience of 1 year up to 41 years, aged between 27 and 61 years, and all of them teach mixed classes in their schools. Regarding the concept of gender, the set of responses allowed us to elaborate seven categories: identity; option; difference; sex; social characteristics; division and self-perception. When asked about mixed classes, five teachers stated that the fact does not influence the planning of classes, as they treat everyone equally and, for one teacher, the fact does not influence because he/she takes into account the particularity of each individual. For eight professors, the particularities between genders must be considered, as there are differences that may need adaptations, mentioned by three professors. In relation to the objectives of the classes, six categories emerged: apprehending the body culture of movement; stimulate criticality; provide opportunities for experiences; Skills development; opportunities to practice sports and it varies according to the content. In terms of content, components of body culture (games, gymnastics, sports, dance, fights, etc.) are the guiding principles of all teachers' planning, in addition to body and/or health, values and ethics. The selection of these contents is based on the curricula pre-established by the federal government, states and municipalities, demands from the school community, annual school and discipline planning and teaching experience. When asked to describe a good class they taught, the categories of analysis were: theoretical-practical (initial theoretical explanation and bodily experience); problem-solving (students encouraged to contribute to the class at all times through constant dialogue about the learning object); traditional (warm-up, main part and cool down); participatory (teacher's commitment to everyone's participation). In terms of evaluative criteria, the categories were: participation and learning. The instruments made possible to understand the existence of four categories: individual and group activities; test; observation and recording and drawing. We conclude that teachers perceive gender in a social perspective and this distances them from a sportive and sexist pedagogical practice, although it is still possible to perceive limiting class methods and assessment.
This study aims to understand the perception of gender for physical education teachers and its didactic implications. Descriptive research with a qualitative approach was developed. Participated in the study 17 physical education teachers of elementary and/or high school working in public or private schools. Data collection was performed using a mixed questionnaire, available virtually, dealing with: the professional profile, the concept of gender and aspects of pedagogical practice. Data analysis was carried out by non-a priori categories, which can be elaborated by frequency and implicit relevance. In terms of teaching profile, they are teachers with a minimum experience of 1 year up to 41 years, aged between 27 and 61 years, and all of them teach mixed classes in their schools. Regarding the concept of gender, the set of responses allowed us to elaborate seven categories: identity; option; difference; sex; social characteristics; division and self-perception. When asked about mixed classes, five teachers stated that the fact does not influence the planning of classes, as they treat everyone equally and, for one teacher, the fact does not influence because he/she takes into account the particularity of each individual. For eight professors, the particularities between genders must be considered, as there are differences that may need adaptations, mentioned by three professors. In relation to the objectives of the classes, six categories emerged: apprehending the body culture of movement; stimulate criticality; provide opportunities for experiences; Skills development; opportunities to practice sports and it varies according to the content. In terms of content, components of body culture (games, gymnastics, sports, dance, fights, etc.) are the guiding principles of all teachers' planning, in addition to body and/or health, values and ethics. The selection of these contents is based on the curricula pre-established by the federal government, states and municipalities, demands from the school community, annual school and discipline planning and teaching experience. When asked to describe a good class they taught, the categories of analysis were: theoretical-practical (initial theoretical explanation and bodily experience); problem-solving (students encouraged to contribute to the class at all times through constant dialogue about the learning object); traditional (warm-up, main part and cool down); participatory (teacher's commitment to everyone's participation). In terms of evaluative criteria, the categories were: participation and learning. The instruments made possible to understand the existence of four categories: individual and group activities; test; observation and recording and drawing. We conclude that teachers perceive gender in a social perspective and this distances them from a sportive and sexist pedagogical practice, although it is still possible to perceive limiting class methods and assessment.
Descrição
Citação
VIEIRA, Isabella Gaspar. Percepção de gênero para professores de Educação Física e suas implicações didáticas. 2022. 39 f. Trabalho de Conclusão de Curso (Graduação em Educação Física) - Instituto de Saúde e Sociedade, Universidade Federal de São Paulo, Santos, 2022.