A perceção dos pais sobre a educação física escolar
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Data
2020
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A afirmação e reconhecimento da Educação Física como área disciplinar ímpar e fundamental na formação dos seres humanos tem sido difícil ao longo dos tempos, o que se tem vindo a traduzir em percursos erráticos no que respeita à adoção de políticas públicas por parte dos agentes com responsabilidade de decisão. As perceções e convicções dos pais assumem, neste processo, um papel determinante, já que as suas opiniões, atitudes e tomadas de decisão acabam por legitimar, por via do voto, decisões políticas que podem inibir ou facilitar a afirmação da área disciplinar.
O presente estudo, aplicando um modelo socioecológico, objetivou um melhor entendimento de como os progenitores encaram a Educação Física e como o seu posicionamento condiciona o estatuto da área disciplinar.
Utilizando metodologias mistas, sobre uma amostra de 463 progenitores de alunos de dois agrupamentos de escolas da área metropolitana de Lisboa, com uma média de idades de 44,73 anos (DP=5,78), foi primeiro realizado um estudo extensivo, para recolha de dados quantitativos provenientes da aplicação de um questionário, para serem sujeitos a tratamento estatístico com caráter descritivo e inferencial e, assim, constituir a base do estudo intensivo, que se lhe seguiu. Este último foi concretizado através da análise de conteúdo de entrevistas a doze progenitores criteriosamente selecionados da amostra do estudo extensivo.
Parecem constituir condições para a atribuição de um estatuto elevado à disciplina de Educação Física: uma boa experiência como alunos e uma boa perceção de competência daí decorrente; o reconhecimento de obtenção de aprendizagens com significado e relevantes em termos da formação do sujeito; a educação com caráter inclusivo, promotora de práticas colaborativas e de convívio.
A melhoria do estatuto da área disciplinar estará dependente da implementação de medidas orgânicas de cariz socioecológico, com o compromisso de todos os agentes implicados no processo educativo.
The affirmation and recognition of Physical Education as a unique and fundamental subject in the education of human beings has been difficult over time, fact confirmed by the erratic paths adopted in public policies by agents with decision-making responsibility. The perceptions and convictions of parents assume, in this process, a prominent role, since their opinions, attitudes and decision-making end up legitimizing, through voting, political decisions that can inhibit or facilitate the affirmation of the subject. The present study, applying a socioecological model, aimed to a better understanding of how parents view Physical Education and how their positioning impacts the subject status. Using mixed methodologies, on a sample of 463 parents of students from two groups of schools in the metropolitan area of Lisbon, with an average age of 44,73 years (SD = 5,78), an extensive study was first conducted to collect quantitative data from the application of a questionnaire, to be subjected to statistical treatment with a descriptive and inferential nature and, thus, foster the basis of the intensive study, which was followed. The latter was achieved through the content analysis of interviews with twelve parents accurately selected from the sample of the extensive study. They seem to be requirements for the granting of a high status to Physical Education: a good experience as pupils and a good perception of competence arising from it; the recognition of obtaining meaningful and relevant learning in terms of the subject's education; inclusive education, promoting collaborative practices and conviviality. The improvement of the status of the subject area will be dependent on the implementation of organic measures of socioecological nature, with the commitment of all agents involved in the educational process.
The affirmation and recognition of Physical Education as a unique and fundamental subject in the education of human beings has been difficult over time, fact confirmed by the erratic paths adopted in public policies by agents with decision-making responsibility. The perceptions and convictions of parents assume, in this process, a prominent role, since their opinions, attitudes and decision-making end up legitimizing, through voting, political decisions that can inhibit or facilitate the affirmation of the subject. The present study, applying a socioecological model, aimed to a better understanding of how parents view Physical Education and how their positioning impacts the subject status. Using mixed methodologies, on a sample of 463 parents of students from two groups of schools in the metropolitan area of Lisbon, with an average age of 44,73 years (SD = 5,78), an extensive study was first conducted to collect quantitative data from the application of a questionnaire, to be subjected to statistical treatment with a descriptive and inferential nature and, thus, foster the basis of the intensive study, which was followed. The latter was achieved through the content analysis of interviews with twelve parents accurately selected from the sample of the extensive study. They seem to be requirements for the granting of a high status to Physical Education: a good experience as pupils and a good perception of competence arising from it; the recognition of obtaining meaningful and relevant learning in terms of the subject's education; inclusive education, promoting collaborative practices and conviviality. The improvement of the status of the subject area will be dependent on the implementation of organic measures of socioecological nature, with the commitment of all agents involved in the educational process.
Descrição
Orientação: Francisco Alberto Arruda Carreiro da Costa
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO FÍSICA E DESPORTO, DESPORTO, SPORT, EDUCAÇÃO FÍSICA, PHYSICAL EDUCATION, PAIS, PARENTS, PERCEÇÃO, PERCEPTION, DESPORTO ESCOLAR, SCHOOL SPORTS