Osvaldo Luiz Ferraz

Educação física na educação infantil: influência de um programa na aprendizagem e desenvolvimento de conteúdos conceituais e procedimentais

The aim of this study was to assess a Physical Education program in pre-school education as a means of testing the role of a systematised teaching with the content units: a) basic motor skills; b) knowledge about body segments; and c) notion of Physical Education. Two groups from the official education system of the city of Sao Paulo were compared, each one with thirty five children (four years-old in average). The experimental group was submitted to fifty minutes of Physical Education classes, twice a week; the control group had no Physical Education at all. The children from the two groups were assessed on five tests: three consisting of basic motor skills performance (jumping, throwing and balance), one on recognising body segments, and an interview to evaluate the notion of Physical Education. The same test was administered at the end of the program, six months later. In the basic motor skills test, the children were classified in stages of development (GALLAHUE & OZMUN, 2001). The identification of body segments was carried out by a descriptive statistical analysis. The interview was interpreted by a content analysis (TRIVINOS, 1987). The results showed significant positive changes on both groups on the skills of jumping and balance, indicating an influence of maturational process, not the program. Specifically in the basic skill of throwing, it was detected significant positive changes on both groups, with the superiority of the experimental group, revealing the program as an effective strategy. Concerning to conceptual contents, the experimental group showed superior learning on the notion of Physical Education. In regard to the identification of body segments it was detected significant positive changes on both groups, with the superiority of the experimental group in one component. Besides, the results showed the need to consider the time of practice required to develop basic motor skills, evoking the perspective of learn to learn. In sum, it was verified the importance to consider school Physical Education contents, not only in the procedural, but also in attitudinal and conceptual dimensions.

Teorias curriculares, perspectivas teóricas em Educação Física Escolar e implicações para a formação docente

A funcao do professor de educacao fisica escolar pode ser definida pela elaboracao, implantacao e avaliacao de programas que tematizam, do ponto de vista didatico-pedagogico, jogos, esportes, lutas, ginasticas, dancas, exercicios fisicos, entre outros; com a intencao de influenciar a formacao dos alunos para a participacao democratica na vida em sociedade. Todavia, este consenso se dilui quando aplicado ao campo do curriculo e da formacao docente. No campo do curriculo, apesar do reconhecimento de que a tematizacao didatico-pedagogica se faz a partir de sentidos culturais e das potencialidades de estimulacao do organismo humano que se apresentam nas manifestacoes da cultura de movimento; a intencionalidade, a organizacao curricular e a sistematizacao do conhecimento podem divergir consideravelmente modificando o papel do componente curricular na educacao basica. Sendo assim, este texto analisa aspectos do desenvolvimento das teorias curriculares, relacionando-as as perspectivas teoricas em Educacao Fisica. Em seguida, implicacoes deste debate sao relacionadas a formacao docente.

Educação ao ar livre pela aventura: o aprendizado de valores morais em expedições à natureza

Open air education through courses organized as expeditions is still incipient in Brazil. We understand an expedition as a continued educational experience taking several days in which students and instructors venture into a remote natural area in a self-sufficient way. The present study analyzes courses of this type. Using interviews and semi-structured questionnaires, it investigates students learning according to their own perceptions and to those of the educators, with an emphasis on the moral development of the individual. As part of the case study with a teenage student who took part in one of the courses, a psychologist who coordinates a shelter for minors was also interviewed. The results indicate that open air education courses are characterized by experiences that stimulate teamwork, debates about justice and solidarity, and reflections about values and principles such as courage, personal effort, discipline, respect, and the overcoming of limits. The results also indicate that this educational proposal yields experiences of the senses and of connection with nature. Although there is an educational potential for education outdoors, the action of the educator with the students is fundamental to produce physically and psychologically safe experiences that reach their pedagogical potential for the development of morality, and help people to develop environmental awareness manifested through the concrete actions of those who return from the courses to their communities of origin.

Curriculum theories, theoretical perspectives in physical education and implications for school teacher training

A funcao do professor de educacao fisica escolar pode ser definida pela elaboracao, implantacao e avaliacao de programas que tematizam, do ponto de vista didatico-pedagogico, jogos, esportes, lutas, ginasticas, dancas, exercicios fisicos, entre outros; com a intencao de influenciar a formacao dos alunos para a participacao democratica na vida em sociedade. Todavia, este consenso se dilui quando aplicado ao campo do curriculo e da formacao docente. No campo do curriculo, apesar do reconhecimento de que a tematizacao didatico-pedagogica se faz a partir de sentidos culturais e das potencialidades de estimulacao do organismo humano que se apresentam nas manifestacoes da cultura de movimento; a intencionalidade, a organizacao curricular e a sistematizacao do conhecimento podem divergir consideravelmente modificando o papel do componente curricular na educacao basica. Sendo assim, este texto analisa aspectos do desenvolvimento das teorias curriculares, relacionando-as as perspectivas teoricas em Educacao Fisica. Em seguida, implicacoes deste debate sao relacionadas a formacao docente.

Teorías curriculares, perspectivas teóricas en educación física y las implicaciones con la formación docente

A funcao do professor de educacao fisica escolar pode ser definida pela elaboracao, implantacao e avaliacao de programas que tematizam, do ponto de vista didatico-pedagogico, jogos, esportes, lutas, ginasticas, dancas, exercicios fisicos, entre outros; com a intencao de influenciar a formacao dos alunos para a participacao democratica na vida em sociedade. Todavia, este consenso se dilui quando aplicado ao campo do curriculo e da formacao docente. No campo do curriculo, apesar do reconhecimento de que a tematizacao didatico-pedagogica se faz a partir de sentidos culturais e das potencialidades de estimulacao do organismo humano que se apresentam nas manifestacoes da cultura de movimento; a intencionalidade, a organizacao curricular e a sistematizacao do conhecimento podem divergir consideravelmente modificando o papel do componente curricular na educacao basica. Sendo assim, este texto analisa aspectos do desenvolvimento das teorias curriculares, relacionando-as as perspectivas teoricas em Educacao Fisica. Em seguida, implicacoes deste debate sao relacionadas a formacao docente.