A construção das identidades nas aulas de Educação Física
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2015
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Embora se fale que os homens são diferentes, não podemos conceber isso como uma verdade
absoluta, pois o homem é também constituído socialmente, sofrendo influência significativa
no meio em que vive, o objetivando. Também não podemos dizer que o homem é produto do
meio. Na verdade o homem é “produto” da relação existente entre objetividade/subjetividade,
constituindo dessa maneira sua identidade. Nesse percurso de formação, a escola e as
disciplinas do currículo, apresentam importante papel, pois também atuam nesse processo
formativo, que se dá de forma “silenciosa”. Partindo dessa perspectiva, encontra-se a
Educação Física, disciplina dos currículos escolares que, de certa forma é relegada a um
segundo plano, quando comparada em nível de importância com as outras disciplinas, isto
porque, como destacam Bourdieu e Passeron (2008), há uma relação entre o sistema escolar e
o sistema econômico. Por conseguinte, os saberes tratados por essa disciplina não
representariam os capitais necessários para distinção social. Não vamos ratificar ou refutar
essas assertivas, todavia nos perguntamos: qual a importância dessa disciplina nos currículos
escolares? Esse questionamento nos fez pensar e, a partir dessa reflexão, surgiu nossa questão
partida: a prática pedagógica da Educação Física no espaço escolar possibilita a formação de
determinados tipos de identidade pessoais e sociais dos alunos? Para discutir essa
problemática realizou-se uma pesquisa descritiva de natureza qualitativa nas escolas públicas
do município de Pau dos Ferros/RN. Os sujeitos investigados foram os professores de
Educação Física que atuam no ensino fundamental II das escolas públicas do citado
município. Os instrumentos de coleta de dados foram a entrevista guiada e a observação. As
discussões apresentadas nesse trabalho possibilitaram reflexões sobre a importância da
Educação Física no processo educacional, as quais servirão como parâmetros para a
valorização da disciplina enquanto parte integrante dos currículos escolares. Os resultados
mostraram que as práticas pedagógicas da Educação Física tem conduzido predominante à
formação de identidades projetadas a inserção social, portanto reproduzindo e se constituindo
a partir da hegemonia dominante. Constroem-se assim identidades ordeira, pacíficas e
produtivas, materializando-se em uma formação identitária para o outro. No entanto,
perceberam-se também práticas que convergem para a formação de identidades para si,
portanto reflexivas e emancipadas, embora ainda precisem se tornar mais efetivas para mudar
o quadro em que a Educação Física ora se insere.
Although there is a talk that men are different, we can’t conceive of it as an absolute truth, because the man is also socially constituted, being influenced significant on the environment they live in, aiming. Nor can we say that man is the product of the medium. In fact the man is "product" of the relationship between objectivity/subjectivity, constituting their identity. In this training course, the school and the curriculum, play an important role, because they also operate in this formative process, which occurs in a "silent" form. From this perspective, we can find the Physical Education, discipline of school curriculum that somehow is relegated to the background, compared in importance level with other disciplines, because, according Bourdieu and Passeron (2008), there is a relationship between the school system and the economic system. Therefore, the knowledge treated by this discipline would not represent the necessary capital for social distinction. We will not ratify or refute these assertions, however we wonder, then, what is the importance of this subject in the school curriculum? This question made us think, and from this reflection came our starting point: the pedagogical practice of physical education at school facilitates the formation of certain types of personal and social identity of students? To discuss this issue we did a descriptive qualitative research in public schools in the city of Pau dos Ferros/RN. The subjects investigated were the Physical Education teachers who work in primary education II of the public schools of that city. Data collection instruments were the guided interview and observation. The discussions presented in this work allowed reflections about the importance of Physical Education in the educational process, which will serve as parameters to valorize the discipline as an integral part of school curriculum. The results showed that the pedagogical practices of Physical Education has led predominant to the formation of identities designed to the social inclusion, thus reproducing and forming from the dominant hegemony. Thus, are constructed quiet identities, peaceful and productive identities, materializing in an identity formation to another. However, we also find practices that converge to form identities for themselves, thus, reflective and emancipated, although still need to become more effective to change the framework in which Physical Education now operates.
Although there is a talk that men are different, we can’t conceive of it as an absolute truth, because the man is also socially constituted, being influenced significant on the environment they live in, aiming. Nor can we say that man is the product of the medium. In fact the man is "product" of the relationship between objectivity/subjectivity, constituting their identity. In this training course, the school and the curriculum, play an important role, because they also operate in this formative process, which occurs in a "silent" form. From this perspective, we can find the Physical Education, discipline of school curriculum that somehow is relegated to the background, compared in importance level with other disciplines, because, according Bourdieu and Passeron (2008), there is a relationship between the school system and the economic system. Therefore, the knowledge treated by this discipline would not represent the necessary capital for social distinction. We will not ratify or refute these assertions, however we wonder, then, what is the importance of this subject in the school curriculum? This question made us think, and from this reflection came our starting point: the pedagogical practice of physical education at school facilitates the formation of certain types of personal and social identity of students? To discuss this issue we did a descriptive qualitative research in public schools in the city of Pau dos Ferros/RN. The subjects investigated were the Physical Education teachers who work in primary education II of the public schools of that city. Data collection instruments were the guided interview and observation. The discussions presented in this work allowed reflections about the importance of Physical Education in the educational process, which will serve as parameters to valorize the discipline as an integral part of school curriculum. The results showed that the pedagogical practices of Physical Education has led predominant to the formation of identities designed to the social inclusion, thus reproducing and forming from the dominant hegemony. Thus, are constructed quiet identities, peaceful and productive identities, materializing in an identity formation to another. However, we also find practices that converge to form identities for themselves, thus, reflective and emancipated, although still need to become more effective to change the framework in which Physical Education now operates.
Descrição
Orientação: Maria das Graças Ataíde ; co-orientação: José Viegas Brás
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCAÇÃO FÍSICA, DESPORTO ESCOLAR, IDENTIDADE, BRASIL, EDUCATION, PHYSICAL EDUCATION, SCHOOL SPORTS, IDENTITY, BRAZIL