Vilma Leni Nista-Piccolo

O esporte e o ensino médio: a visão dos professores de educação física da rede pública

This study investigated the view that the physical education teacher, who works in high school, has about the application of sport in their classes at school. We sought to identify which design attributed to sport and competition as well as verify the meaning of sports in this context. In a qualitative study, information was collected from a diagnostic form of schools, and a semistructured interview with these professionals. A general question guided the research: How do you see the relation Sports / Physical Education? The answers were interpreted using the technique of content analysis, BARDIN (2004). The study consists of two steps, first is a literature review on the issues that permeate sports in high school physical education and in the second, the methodological development of this research. These results suggest the sport due to the following themes: sport and education, declaring a lack of commitment by teachers, sports and health, which is configured with conceptual errors; sport and competition, which demonstrates a selective emphasis on practice, sport as a cultural aspect, seen as vital in contributing to societys culture, sport in the perspective of traditional methods, defined as unique perspectives in pedagogical practice sport and inclusion that reveals the predominance of exclusive activities to more skilled.

Sports pedagogy: from initiation to sports training

Sport is a sociocultural phenomenon that covers distinct dimensions and situations with a diversity of actors. The subsequent complexity of sporting practice demands that care be taken with the learning process. Here, it is necessary to understand the relevance of current scientific technologies without disregarding the pedagogical questions that permeate the sporting practice. There should, therefore, be an interaction between this practice and the teaching methodologies employed. From the very beginning of the training process, one of the most important aspects within it is to define the teaching method to be applied in each situation. One methodological choice that allows the athlete/student to build a more solid knowledge base is that of problem solving. During challenging moments of sporting practice, effectiveness of performance is recognised when the athletes/ students are able to solve problem for themselves. To develop this, mediation by the coach/teacher takes the form of guidance regarding the possible pathways that lead to a resolution whilst offering methodological strategies that allow for the execution of the sport’s movements. It is a process that not only stimulates exploration of the athletes/students’ potential, but can also offer evolution in their performances. In this way, the role of the mediator is to identify the ‘access routes’ that facilitate learning, whilst also offering appropriate pedagogical orientations. Teaching through problem solving and identifying the pathways which facilitate the athletes/students’ learning means starting from what they are already capable of, tracing viable goals to be reached, and having the ability to overcome obstacles as an inherent characteristic of the practice without disrespecting limits or potentialities. Additionally, the need exists for a pedagogical viewpoint towards the methodological strategies that will bring about learning. Sports pedagogy, originating from general pedagogy and sport sciences, seeks to understand and interpret, through a pedagogical lens, the different sporting manifestations present in various dimensions of sport. According to Bento (2006), multiple possibilities for movements should be taught, as well as aspects that permeate

A ética na escalada: uma análise a partir da complexidade de Edgar Morin

The complex thought understands the ethics not only as the moral respect to the other and to the environment. It sees it as a construction between the antagonisms of human nature. The objective of this research has focused on verification on how occurs the relationship with the other in the practice of climbing in school. The method based on Qualitative Epistemology allowed confronting elementary school students with the ethics of climbing. The results point to the development of a sense of responsibility to life, not common in traditional education. The values of human dignity, solidarity and risk taking in the adventure were assimilated by the students, by binding to the other by a rope, feeling the fragility of life in their hands. This experience points to new ways for citizenship education, based on human ethics.