Banca de QUALIFICAÇÃO: MARCIO KLEDIR REGIS CASTRO

TEACHING GYM AND SIGNIFICANT LEARNING

Physical Education School; Meaningful Learning; Fitness.

In the last decades Physical Education teachers have sought to improve their pedagogical practice in dealing with the contents of the area. We also noticed  timid advances in the recognition of the importance of Physical Education in the school environment and as an essential component in the integral formation of students. Appropriate of theoretical and methodological assumptions for teaching and learning these contents will increasingly contribute to the valorization and legitimation of Education at school. The theory of meaningful learning by David Ausubel (1963), which seeks to promote a teaching and learning process with relevance and meanings for students, overcoming a mechanical learning of contents, and the contributions of several other theorists to it, such as: Novak (1981), Gowin (1981), Vergnaud (1990) and Moreira (2005), has gained ground in research, studies and practical application in education systems. The present research aims to analyze the teaching of gymnastics in a class of the 8th year of elementary school based on the perspective of meaningful learning. The methodology            of qualitative character will use processes of participatory methodologies, in the specific case of this work, the intervention research. Thirty students from the 8th year of elementary school of a municipal public school in the interior of Ceará will participate in the study. We will carry out the interventions in a period of two months, corresponding to a bimester. The interventions will take place in 06 meetings with doubled lessons. Classes are 50 minutes each. Therefore, the proposal will be developed in 12 classes. The instruments for data collection involve: questionnaire to check previous knowledge, concept map, pre and post intervention, field diary of the teacher and student portfolio. The analysis of the responses of the questionnaire (previous knowledge) will provide material potentially relevant for the construction and elaboration of the pedagogical intervention. To analyze the maps, comparisons will be made between the pre- and post-intervention constructions. And to analyze the content of the teacher's field diary and student portfolio, categories of analysis will be created in the face of the teacher's observations and records.