Banca de DEFESA: ALISON PEREIRA BATISTA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ALISON PEREIRA BATISTA
DATE: 25/02/2021
TIME: 09:00
LOCAL: https://meet.google.com/djz-kbda-knr
TITLE:

PHYSICAL EDUCATION AND DIGITAL EDUCATIONAL RESOURCES: A PEDAGOGICAL INTERVENTION IN PROFESSIONAL VOCATIONAL HIGH SCHOOL AT THE FEDERAL INSTITUTE OF EDUCATION, SCIENCE AND TECHNOLOGY

KEY WORDS:

Physical Education; Professional Vocational High School; Digital Educational Resources.

PAGES: 194
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research has emerged from my questioning on my actions-reflections-actions process throughout my academic and professional path. As a teacher, I have faced the inclusion of new technologies for the teaching of Physical Education. We have investigated, more specifically, the production of Digital Educational Resources (RDEs), in Professional Vocational High School (EMI). We proposed the following thesis: a pedagogical intervention on the Physical Education classes – sports. The intervention is supported on dialogical approaches for teaching and learning and RDE productions. It corroborates with a new paradigm. We proposed the following questions: a) Is it possible to mediate the teaching and the learning processes on Physical Education classes through the production of RED? b) Can we motivate students on sports contents on Physical Education classes considering the incorporation of technologies? Therefore, we outlined the general objective: analyze and discuss a pedagogical intervention process in Physical Education classes in EMI, about the sports contents mediated through production of REDs. This study is qualitative (CHIZZOTTI, 1995), followed by a descriptive character (GIL, 2008). Among the qualitative types of research, we chose the autoethnography (ELLIS; ADAMS; BOCHNER, 2011). The intervention was carried out at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), Campus Parnamirim. I taught the students who are subjects of this research. There were 124 students in EMI 2nd year. They were separated into four different classes – two Computing classes and two Mechatronics classes. We supervised 34 different school projects – digital magazines, infographics, quiz, video classes, websites, apps, and WhatsApp stickers. These REDs embodied discussions on several social issues such as gender inequality, transsexuality, homophobia, racism, disability, social inclusion, science, technology, innovation, and entertainment. The production of REDs was satisfactory. The most important contribution from the school projects was the experience of the dialogical and libertarian teaching and learning process. Thus, the pedagogical process based on the communicational network process addressed by Paulo Freire has been proved effective and prompting meaningful learning processes. We could experience important Paulo Freire categories such as dialogue, interlocution, collaboration, humility, teaching, learning, research, leisure, creativity, curiosity, meaning, prominence, and liberty. The entire process and the results have validated and proved our hypothesis proposed as our thesis.

BANKING MEMBERS:
Externo à Instituição - CRISTIANO MEZZAROBA - UFS
Interno - 1645961 - ALLYSON CARVALHO DE ARAUJO
Presidente - 1149620 - JOSE PEREIRA DE MELO
Interno - 1659071 - MARCIO ROMEU RIBAS DE OLIVEIRA
Interna - 1714249 - MARIA APARECIDA DIAS
Externa à Instituição - MARIA ELENI HENRIQUE DA SILVA - UFC
Externa à Instituição - MARTA GENU SOARES - UEPA