Banca de QUALIFICAÇÃO: SAYONARA ARAUJO DE MACEDO

ACTIVE METHODOLOGIES AND PHYSICAL EDUCATION: A PROPOSAL FROM THE PROJECT-BASED LEARNING METHODOLOGY

Active Methodologies; Project-Based Learning; Physical education.

The pedagogical process has historically centered teaching on the figure of the
teacher, the knowledge recognized as valid comes from the teacher and must be
memorized by the student. Critical awareness of the limitations of this model has
been emerging, causing scholars to discuss teaching methods that prioritize the
student, transforming them into protagonists and not just receivers of knowledge.
Among these methods appear Active Methodologies, making the student active and
at the center of the teaching process. Project-Based Learning (PBL) is one of these
methodologies that allows students to develop a project discussing a problem that is
part of their reality, seeking to resolve it through knowledge through content with the
guidance of the teacher. With this in mind, the question arises: How to use the Active
Project-Based Learning Methodology in teaching school Physical Education content
in a way that contributes to the teaching process? This work had the general
objective: to develop a pedagogical proposal based on the Active Project-Based
Learning Methodology in the Physical Education curricular component. And as 

specific objectives: plan a pedagogical proposal based on the Active Project-Based
Learning Methodology; apply the methodological pedagogical proposal of Project-
Based Learning and evaluate the process of the pedagogical proposal. 23 students
regularly enrolled in the 3rd year class of the Governador A dauto Bezerra Full-Time
High School in the city of Crato-Ceará participated in the research . This study is a
pedagogical intervention research with a qualitative approach and descriptive
character, in which the field diary written during the application of a didactic
sequence consisting of 22 classes was used as an instrument for data collection.
These data were analyzed based on the stages of a teaching project by Bender
(2014) and resulted in the following topics: knowing the content; introducing ABP;
researching initial information; creating artifacts; researching, knowing a little more;
developing the final presentation; presenting the artifacts and evaluating the project.