Playful Practices With Children With Intellectual Disabilities

2020 ◽  
Vol 9 (1) ◽  
pp. 9-22
Author(s):  
Angélica Liseth Mero Piedra
Keyword(s):  
Physical Education ◽  
Intellectual Disabilities ◽  
Scientific Literature ◽  
Pedagogical Practices ◽  
Educational Resource ◽  
Pedagogical Practice ◽  
Teaching Experiences ◽  
Specialized Education ◽  
The Subject ◽  
Teaching Learning

This article aims to promote and support the physical education teacher's community in the use of playful practices with pupils with mild intellectual disabilities (MID), as a didactic medium, and a substantial educational resource of quality physical education.  Firstly, it will be reviewed definitions and emergent themes on the subject shaping the theoretical framework on which this study has been built. Later, it will be presented didactic advice and guidelines for the application of playful practices, extracted from the most effective observable practices in the author's teaching experiences in specialized education institutions with pupils with MID and supported by the scientific literature. This article reinforces the notion that playful practices provide variety to meaningful learning, have great potential as a facilitator in pedagogical processes, and provide an appropriate educational response to pupils with intellectual disabilities. It also shows that teachers should reflect positive and reflective disposition to modifications and adaptations of the different elements involved in the playful practices according to educational objectives and the personal needs and interests of the children with MID. Considerations such as the instructions have to be modified to meet students’ needs, play according to children's biological age and systematic registration and monitoring in the teaching-learning process are essential. It is recommended that teachers share their experiences in pedagogical practice to learn from our differences and strengthen our coincidences, to contribute to the still insufficient bibliography in the pedagogical practices in special education.

scholarly journals La influencia de los espacios para el desarrollo del proceso de enseñanza/aprendizaje en educación física: una perspectiva autoetnográfica (The influence of spaces for the development of the teaching/learning process in physical education: an autoethnogr

Retos ◽  
2018 ◽  
pp. 317-322
Author(s):  
Gustavo González-Calvo ◽  
Lucio Martínez-Álvarez ◽  
David Hortigüela-Alcalá
Keyword(s):  
Physical Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Pedagogical Practice ◽  
Learning Spaces ◽  
The Subject ◽  
The Creation ◽  
Teaching Learning

Uno de los elementos que más condicionan la práctica pedagógica, dentro de la Educación Física, tiene que ver con los espacios en que se desarrolla la tarea docente. En este artículo se expone el proceso reflexivo de un educador novel en el que se van revisando sus principios, propósitos y consecuencias de sus acciones en relación con la creación de espacios de enseñanza/aprendizaje seguros y educativos para todo el alumnado. El artículo adopta una metodología cualitativa, en forma de autoetnografía, para conocer la influencia que ejercen los espacios en los que se desarrolla la Educación Física en la concepción y afrontamiento de la materia. Los resultados reflejan cómo una de las mayores preocupaciones del docente tiene que ver con adaptar los espacios y los contextos en que se desarrollan las lecciones para reducir las contingenciasAbstract. One of the elements that most influence the pedagogical practice, within the Physical Education, has to do with the spaces in which the teaching task is developed. This article exposes the reflexive process of a novel educator in which he reviews his principles, purposes and consequences of their actions in relation to the creation of safe teaching and learning spaces for all students. The article adopts a qualitative methodology, in the form of autoethnography, to know the influence exerted by the spaces in which Physical Education develops in the conception and confrontation of the subject. The results reflect how one of the main concerns of the teacher has to do with adapting the spaces and contexts in which the lessons are developed to reduce contingencies.

scholarly journals Teaching ‘health’ in physical education in a ‘healthy’ way (Abordar la «salud» en la Educación física de forma «saludable»)

Retos ◽  
2015 ◽  
pp. 165-172 ◽  
Author(s):  
Shirley Gray ◽  
Sarah MacIsaac ◽  
Mike Jess
Keyword(s):  
Physical Education ◽  
Teaching And Learning ◽  
Self Determination Theory ◽  
Social Emotional ◽  
Holistic View ◽  
Children And Young People ◽  
Official Policy ◽  
Physical Wellbeing ◽  
The Subject ◽  
Teaching Learning

Abstract. In many countries around the world, the subject of physical education (PE) is explicitly and directly responsible for the health education of children and young people. However, although the official policy texts for each curriculum describe health in a holistic way, referring to the development of mental, social, emotional as well as physical wellbeing, we highlight concerns that a more prevailing ‘healthism’ discourse relating primarily to fitness and physical wellbeing is influencing the way the PE curriculum is both interpreted and delivered. Consequently, this paper begins by offering a Foucaultian analysis of the healthism discourse that exists within the context of PE in order to provide a more in-depth understanding of the ways in which it is formed, reinforced and how manifests itself in the day to day practices of teachers and the experiences of the learner. From this, we explore the ways in which a broader form of PE might be delivered, a form that places the learner, and the needs of the learner, firmly at the heart of the teaching and learning process. Self-Determination Theory is presented as a useful framework to understand how this might be achieved. The paper concludes by suggesting that there is a need for researchers to work collaboratively with teachers in order to understand their practice and how this impacts on student experience. Such research is important if schools and PE teachers are to construct a more holistic view of health and ultimately enhance their teaching, learning and student health and wellbeing.Resumen. En muchos países de todo el mundo, la asignatura de la educación física (EF) es explícita y directamente responsable de la educación para la salud de los niños y los jóvenes. Sin embargo, aunque el texto oficial ministerial para cada plan de estudios describe la salud de una manera holística, en referencia al desarrollo del bienestar mental, social emocional, así como, físico, resaltamos la preocupación de que un discurso de salud más generalizado relacionado principalmente con la condición física y el bienestar físico está influyendo en la forma en que el plan de estudios de EF es a la vez interpretado y enseñado. En consecuencia, este documento comienza ofreciendo un análisis foucauldiano del discurso sobre la salud que existe dentro del contexto de la EF con el fin de proporcionar una comprensión más profunda de las formas en las que se forma, refuerza y   cómo se manifiesta en el día a día en las prácticas de los docentes y las experiencias de los alumnos. A partir de esto, se exploran las vías en que una visión más amplia de la EF podría ser propuesta, una visión que sitúa al alumno y sus necesidades firmemente en el centro del proceso de enseñanza y aprendizaje. La Teoría de la Autodeterminación se presenta como un marco útil para entender cómo esto puede lograrse. El artículo para concluir sugiere que hay una necesidad de que los investigadores trabajen en colaboración con los profesores, a fin de comprender su práctica y cómo esta repercute en la experiencia de los estudiantes. Este tipo de investigación es importante para que las escuelas y los profesores de EF sean capaces de construir una visión más holística de la salud y en última instancia, mejorar su enseñanza, el aprendizaje, y la salud y bienestar de los alumnos.

scholarly journals Experiencia de evaluación formativa y compartida en el Máster Universitario en Formación del Profesorado de Educación Secundaria

2017 ◽  
Vol 4 (1) ◽  
pp. 29
Author(s):  
Nuria Ureña Ortín ◽  
Encarnación Ruiz Lara
Keyword(s):  
Physical Education ◽  
Formative Evaluation ◽  
Core Competencies ◽  
Assessment System ◽  
Initial Assessment ◽  
Shared Resources ◽  
Whole Process ◽  
The Subject ◽  
Teaching Learning ◽  
Assessment Questionnaire

Resumen: El objetivo del presente trabajo es describir y presentar los resultados de una experiencia de evaluación formativa y compartida en la asignatura Evaluación y recursos en la enseñanza de la Educación Física del Máster Universitario en Formación del Profesorado de Educación Secundaria, especialidad de Educación Física. Junto a este sistema de evaluación, se han desarrollado metodologías activas. Los instrumentos de evaluación utilizados fueron los siguientes: cuestionario de evaluación inicial, cuestionario de autoevaluación, de evaluación del profesor y el proceso por parte del alumno, cuestionario de evaluación final de la asignatura, diario del profesor, carpeta individual y trabajo grupal. Se analizaron las ventajas e inconvenientes encontrados, y la relación de estas variables con la carga de trabajo del alumnado y del profesorado. Las principales conclusiones son que, a pesar de la necesidad de introducir mejoras, se ha implicado al alumnado en su proceso de aprendizaje y en el desarrollo de un trabajo autónomo y cooperativo, por lo que se ha favorecido la adquisición de mayores niveles de aprendizaje, así como de competencias básicas para el ejercicio profesional y el aprendizaje permanente. Además, se ha articulado todo el proceso de enseñanza - aprendizaje al establecer la conexión entre competencias, sistema de evaluación y metodología utilizada. Formative and shared assessment experience in the University Master in Secondary Abstract: The aim of this paper is to describe and present the results of a formative evaluation experience in the subject and shared resources assessment and the teaching of Physical Education Master’s Degree in Teacher Education Secondary Education with a specialty in Physical Education. Alongside this system of evaluation methodologies have been developed active. The evaluation instruments used were: initial assessment questionnaire, self-assessment questionnaire, evaluation of the teacher and the process by the student’s final evaluation questionnaire of the subject, the teacher daily, individual and group work folder. We analyzed the advantages and problems encountered, and the relationship of these variables with the workload of students and faculty. The main conclusions are that, despite the need for improvements, has involved the students in their learning process and the development of autonomous and cooperative work, so that has favored the acquisition of higher levels of learning, as well as core competencies for professional practice and lifelong learning. It has also articulated the whole process of teaching - learning to make the connection between competence assessment system and methodology.

scholarly journals Group Work in Physical Education: Exploring the Interconnectedness of Theoretical Approaches and Practice

2017 ◽  
Vol 36 (1) ◽  
pp. 50-60 ◽  
Author(s):  
Dean Barker ◽  
Tristan Wallhead ◽  
Sheri Brock ◽  
Victoria Goodyear ◽  
Chantal Amade-Escot
Keyword(s):  
Physical Education ◽  
Content Knowledge ◽  
Group Work ◽  
Group Composition ◽  
Central Feature ◽  
Pedagogical Practice ◽  
Approaches To Teaching ◽  
Student Group ◽  
Theoretical Approaches ◽  
Teaching Learning

Student group work is a central feature of many contemporary pedagogical approaches to teaching physical education. Despite this proliferation, our understanding of the teaching-learning dynamics inherent in group work remains limited and has tended to be under-theorized. The purpose of this paper was to examine different theoretical approaches to group work to identify similarities and differences and consequently provide insights and recommendations into ways of using group work as a pedagogical strategy. Four theoretical approaches to group work models were described in detail with brief empirical examples used to illustrate aspects to which each approach draws attention. The examination demonstrates conceptual overlap, elaboration and distinctions between the theoretical approaches related to: (i) content knowledge; (ii) engaging learners; (iii) the teacher’s role; and (iv) group composition. Meta-theoretical discussions of teaching strategies such as group work generate important discourse on the potential for the development of effective pedagogical practice.

scholarly journals Avaliação da aprendizagem na educação física escolar: caminhos percorridos e desafios atuais

2019 ◽  
Vol 18 (1) ◽  
pp. 119-123
Author(s):  
Evandra Hein Mendes ◽  
Ieda Parra Barbosa-Rinaldi
Keyword(s):  
Physical Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
Student Assessment ◽  
Pedagogical Practice ◽  
Normative Documents ◽  
Technical Performance ◽  
The Subject ◽  
Assessment Of Student Learning ◽  
Over Time

INTRODUÇÃO: Ao longo da trajetória histórica da educação física os professores seguiram por diferentes caminhos e enfrentaram inúmeros desafios para avaliar a aprendizagem dos estudantes. OBJETIVO: Nesse sentido, esse estudo buscou analisar os caminhos percorridos e os desafios que se aprensentam para a avaliação da aprendizagem dos estudantes ao longo do tempo na área da educação física escolar. MÉTODOS: Para tanto, foram consultadas obras científicas e analisados documentos oficiais normativos da educação brasileira, que permitiram elaborar conclusões acerca do tema de estudo. RESULTADOS: Inicialmente os professores caminharam pela via quantitativa para avaliar a aprendizagem, valorizando o desempenho físico, motor ou técnico. Contudo, ao longo do tempo a via qualitativa também foi incorporada pelos professores, que passaram a analisar a evolução e a participação dos alunos nas aulas. Com as mudanças paradigmáticas e conceituais relativas à avaliação, os professores sentiram a necessidade de modificar práticas avaliativas já estabelecidas e desafiados a reconhecer a avaliação como um dos elementos constituintes do processo de ensino, pois ele possibilita orientar e aprimorar a aprendizagem. Assim, as práticas seletivas ou classificatórias de avaliação foram repensadas e os professores desafiados a adotar uma perspectiva formativa de avaliação, sendo um elemento de reflexão sobre o processo de ensino e aprendizagem tanto para o professor quanto para o aluno. CONCLUSÃO: Os desafios, que se apresentaram no decorrer do tempo e ainda permanecem nos dias atuais para a avaliação dos estudantes, exige dos professores o reconhecimento da necessidade de discutir, refletir e diversificar as estratégias avaliativas. Para tanto, se torna necessário ampliar os espaços e momentos de reflexão ou trocas de experiência sobre o tema, tanto na formação inicial quanto na prática pedagógica, assim como aumentar a produção científica e de pesquisas sobre o tema, para fortalecer as discussões e fomentar mudanças nas práticas avaliativas da educação física escolar. ABSTRACT. Evaluation of learning in school physical education: current ways and current challenges. BACKGROUND: Throughout the historical trajectory of physical education teachers have followed different paths and faced numerous challenges to assess student learning. OBJECTIVE: In this sense, this study sought to analyze the paths taken and the challenges that arise for the assessment of student learning over time in the area of school physical education. METHODS: For this, scientific works were consulted and official normative documents of the Brazilian education were analyzed, which allowed to draw conclusions about the subject of study. RESULTS: Initially the teachers walked the quantitative way to evaluate learning, valuing the physical, motor or technical performance. However, over time the qualitative path was also incorporated by teachers, who began to analyze the evolution and participation of students in class. With the paradigmatic and conceptual changes related to assessment, teachers felt the need to modify assessment practices already established and challenged to recognize assessment as one of the constituent elements of the teaching process, as it enables to guide and improve learning. Thus, the selective or classificatory evaluation practices were rethought and the teachers challenged to adopt a formative perspective of evaluation, being an element of reflection on the teaching and learning process for both the teacher and the student. CONCLUSION: The challenges that have been presented over time and still remain today for student assessment require teachers to recognize the need to discuss, reflect and diversify assessment strategies. Therefore, it is necessary to expand the spaces and moments of reflection or exchange of experience on the subject, both in initial training and pedagogical practice, as well as increase scientific production and research on the subject, to strengthen discussions and foster change. evaluative practices of school physical education.

scholarly journals Inclusão do tênis na formação de professores de educação física: experiências de ensino e de reconstrução em um curso de licenciatura

2020 ◽  
Vol 18 (2) ◽  
pp. 79-85
Author(s):  
Wesly Otoni Ferreira ◽  
Bianca Henriques de Oliveira ◽  
Vinicius Do Carmo Fontana ◽  
Mariana Zuaneti Martins
Keyword(s):  
Physical Education ◽  
Undergraduate Student ◽  
Structured Interview ◽  
Physical Education Teachers ◽  
Pedagogical Practice ◽  
Teaching Experiences ◽  
Sport Pedagogy ◽  
De Se ◽  
Education Degree ◽  
Different Levels

INTRODUÇÃO: Nesse artigo expomos o desenvolvimento de uma experiência vinculada ao tênis no curso de licenciatura em educação física. OBJETIVO: O objetivo foi, com base nos pressupostos da pedagogia do esporte, propor uma série de jogos partindo do voleibol, esporte conhecido, para o tênis. Em segundo lugar, promover a problematização da “elitização” da modalidade e esboçar possibilidades para confeccionar bolas e raquetes para o jogo do tênis. MÉTODOS: Esse relato de experiência foi desenvolvido na disciplina de pedagogia do esporte do curso de licenciatura em educação física, com alunos/as do 6° semestre. Era uma turma de 26 alunos, que reunia diferentes níveis de habilidades e vivências esportivas, todos tinham algum contato com o esporte, mas nenhum com tênis. Foram realizadas 4 aulas, num total de 16 horas. Ao final da experiência, realizamos entrevista semiestruturada com 6 alunos/as que participaram das aulas e da confecção e teste dos materiais. RESULTADOS: Os alunos/as demonstraram um envolvimento e mobilização com a proposta de série de jogos de uma prática conhecida, voleibol, para uma menos conhecida, o tênis. Desenvolveram suas propostas de confecção de materiais com criatividade e nos seus relatos afirmaram ser uma possibilidade muito factível de se promover esse tipo de aula nas escolas, ainda que a ausência dos materiais oficiais possa ser sentida. Esse fator, ao mesmo tempo em que promoveu um certo desconforto, por jogar sem os “materiais oficiais”, também permitiu problematizar a ideia de que a elitização é inescapável à prática do tênis. CONCLUSÃO: Essas possibilidades, inseridas no curso de formação, permitiram ao licenciando vislumbrar possibilidades de atuação com a modalidade na prática pedagógica cotidiana na escola. ABSTRACT. Tennis inclusion in the training of physical education teachers: teaching experiences and reconstruction in the degree course. BACKGOUND: In this article we expose the development of an experience linked to tennis in the physical education undergraduate school. OBJECTIVE: Based on the assumptions of sport pedagogy, we aimed to offer a series of games starting from volleyball, a well-known sport, for tennis. Second, to promote the problematization of the “elitization” of the sport and to outline possibilities for making balls and rackets for the game of tennis. METHODS: This experience report was developed in the sport pedagogy discipline of the physical education degree course, with 6th semester students. It was a group that brought together different levels of skills and sports experiences, everyone had experiences with sports, but with few modalities. Four classes were held, for a total of 16 hours, between practical and theoretical activities. At the end of the experiment, we conducted a semi-structured interview with 6 students who participated in the classes and the making and testing of the materials. RESULTS: The students showed involvement and mobilization with the offered content (proposed series of games from a known practice, volleyball, to a lesser known one, tennis). They developed their proposals for making materials with creativity and in their reports they said it was a very feasible possibility of promoting this type of class in schools, even though the absence of official materials can be felt. CONCLUSION: These possibilities, inserted in the training course, allow the undergraduate student to glimpse possibilities of action with the modality in the daily pedagogical practice at school.

scholarly journals Violência nas escolas: análise na formação de professores de educação física no oeste do Paraná

2019 ◽  
Vol 18 (1) ◽  
pp. 89-94
Author(s):  
Luís Sérgio Peres ◽  
Katiucia De Oliveira Peres ◽  
Kauê De Oliveira Peres
Keyword(s):  
Physical Education ◽  
School Violence ◽  
Private Higher Education ◽  
Pedagogical Practice ◽  
Descriptive Research ◽  
The Face ◽  
The Subject ◽  
School Period ◽  
Education Courses ◽  
Violencia Escolar

INTRODUÇÃO: Alguns Projetos Políticos Pedagógicos (PPP) dos Cursos de Educação Física - Licenciatura da região Oeste do Paraná tem por objetivos preparar profissionais comprometidos com a construção de valores em perspectiva de um futuro melhor, mais solidário e humano. Porém, em suas grades curriculares, esquecem abordagens voltadas à violência escolar. OBJETIVO: O objetivo deste estudo foi verificar junto aos PPP, se as disciplinas ministradas abordavam a questão da violência e seus enfrentamentos para uma prática pedagógica consciente na escola. MÉTODOS: Caracterizou-se como uma pesquisa descritiva, envolvendo dois cursos de licenciatura em Educação Física de Instituições de Ensino Superior privadas do Oeste do Paraná. Os dados foram coletados por meio de levantamento documental nas matrizes curriculares e nos planos de ensino, de entrevistas com coordenadores e 10 alunos pertencentes ao último ano. RESULTADOS: Na análise constatou-se que os cursos não apresentam em sua grade curricular, disciplina que trate sobre o assunto de forma especifica. Os conteúdos apresentados nos Planos de Ensino, somente em um dos cursos, na disciplina de Psicologia da Educação, apareceu um subtítulo vinculado à “violência humana”. Os Coordenadores relataram não constar disciplinas que abordem esta questão na grade curricular e desconheciam se os professores abordavam esta questão nas suas aulas. Os alunos foram unanimes em afirmar que não viram durante o período escolar, nenhuma disciplina que abordassem esta questão e que não saberiam como agir frente a uma situação de violência na escola, que no máximo levariam a questão para a direção. CONCLUSÃO: Concluímos que a questão da violência escolar, um problema tão atual, que encontramos quase que todos os dias nas escolas. não é vista, trabalhada ou estudada na formação docente nas IES, deixando uma lacuna na forma de como agir frente a esta questão, que possivelmente poderá prejudicar sua prática pedagógica. ABSTRACT. Violence in schools: analyze physical education teacher training in western Paraná. BACKGROUND: Some Pedagogical Political Projects (PPP) of Physical Education Courses - Undergraduate degree in Western Paraná aims to prepare professionals committed to building values in the perspective of a better, more solidary and human future. However, in their curricula, they forget approaches to school violence. OBJECTIVE: The aim of this study was to verify with the PPP, if the subjects taught addressed the issue of violence and its confrontations for a conscious pedagogical practice in school. METHODS: It was characterized as a descriptive research, involving two undergraduate courses in Physical Education from private higher education institutions in Western Paraná. Data were collected by means of a documentary survey in the curriculum and teaching plans, interviews with coordinators and 10 students from the last year. RESULTS: In the analysis it was found that the courses do not present in their curriculum, discipline that deals with the subject in a specific way. The contents presented in the Teaching Plans, only in one of the courses, in the Educational Psychology discipline, appeared a subtitle linked to “human violence”. The Coordinators reported not having subjects that address this issue in the curriculum and were unaware if the teachers addressed this issue in their classes. The students were unanimous in stating that they did not see, during the school period, any discipline that addressed this issue and would not know how to act in the face of a violent situation at school, which would at most lead the issue to the board. CONCLUSION: We conclude that the issue of school violence, such a current problem, that we find almost every day in schools. It is not seen, worked on or studied in teacher education in HEIs, leaving a gap in how to act on this issue, which could possibly hinder their pedagogical practice.

scholarly journals Diseño y evaluación de una aplicación para Educación Física de orientación deportiva en el medio natural

2021 ◽  
pp. 43-61
Author(s):  
Remigio Pérez Rabadán
Keyword(s):  
Physical Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
New Technologies ◽  
Learning Experience ◽  
Educational Process ◽  
Use Of Technology ◽  
Nuevas Tecnologías ◽  
The Subject ◽  
Teaching Learning

Se trata de una propuesta de innovación que pretende ser realizada en el contexto de las actividades en el medio natural en relación con las tecnologías de la información y comunicación a través de la materia de Educación Física en un centro educativo de Educación Secundaria. Se pretende poder innovar en nuestro contexto educativo con la incorporación de las nuevas tecnologías y poder comprobar los resultados, siendo así el centro de nuestro trabajo el diseño y evaluación de una aplicación que creemos mejora la experiencia de aprendizaje de los estudiantes. La intervención ha consistido, por tanto, en el desarrollo e implementación de una aplicación móvil (Orienta Educación Deportiva) basándonos para ello en el análisis de los criterios de diseño y usabilidad de varias aplicaciones relacionadas con la materia, que propone caminos interactivos y actualizados en el proceso educativo, con el fin de mejorar y enriquecer el proceso de Enseñanza-Aprendizaje del alumnado mediante el uso de dispositivos digitales.En consecuencia, cien alumnos han usado y evaluado esta aplicación durante el curso escolar 2019-2020. Para la evaluación, han cumplimentado un cuestionario sobre su usabilidad y experiencia en el proceso de Enseñanza-Aprendizaje, así como expresado su opinión en relación al uso de la aplicación en orientación deportiva. Tras el análisis de los resultados obtenidos se puede observar que los alumnos valoran la aplicación de forma muy positiva en referencia a las características de la misma con valores de conformidad por encima del 85%, mostrando también un grado de adquisición de nuevos contenidos en su experiencia de aprendizaje con valores del 87%. La Educación Física está llamada a seguir procesos de inmersión digital, asociados al uso de tecnología, especialmente la móvil (Díaz,2019). Por lo que con la implantación de esta propuesta de innovación se intenta fomentar el uso de las nuevas tecnologías. This is an innovation proposal that aims to be carried out in the context of activities in the natural environment in relation to information and communication technologies through the subject of Physical Education in a Secondary High School. The aim is to be able to innovate in our educational context with the incorporation of new technologies and to be able to verify the results, thus being the center of our work the design and evaluation of an application that we believe improves the learning experience of students. The intervention has consisted, therefore, of the development and implementation of a mobile application (Orienta Educación Deportiva) based on the analysis of the design criteria and usability of various applications related to the subject, which proposes interactive and updated paths in the educational process, in order to improve and enrich the teaching-learning process of the students through the use of digital devices.Consequently, one hundred students have used and evaluated this application during the 2019-2020 school year. For the evaluation, they have completed a questionnaire about their usability and experience in the teaching-learning process, as well as expressed their opinion in relation to the use of the application in orientation. After analyzing the results obtained, it can be seen that the students value the application in a very positive way in reference to its characteristics, with conformity values above 85%, also demonstrating a degree of acquisition of new contents in their learning experience with values of 87%. The Physical Education is called to follow processes of digital immersion, associated with the use of technology, especially mobile (Díaz, 2019). Therefore, with the implementation of this innovation proposal, an attempt is made to promote the use of new technologies.  

scholarly journals Jogos Cooperativos: Relações e Importância na Educação Física Escolar

2019 ◽  
Vol 20 (2) ◽  
pp. 220
Author(s):  
Gildiney Penaves de Alencar ◽  
Maria da Graça De Lira Pereira ◽  
Thiago Teixeira Pereira ◽  
Cristiane Martins Viegas de Oliveira ◽  
Camila Souza De Morais ◽  
...  
Keyword(s):  
Physical Education ◽  
Motor Skills ◽  
Cooperative Games ◽  
School Context ◽  
Physical Activities ◽  
Pedagogical Practice ◽  
Pedagogical Tool ◽  
The Social ◽  
Competitive Games ◽  
Teaching Learning

Os jogos cooperativos são atividades que servem para unir as pessoas, compartilhar com o outro e têm a intenção de despertar a coragem nos participantes e promover um sentimento de prazer. No contexto da Educação Física Escolar, os jogos cooperativos se mostram como uma ferramenta capaz de promover a aprendizagem das habilidades motoras e incitar a prática de atividades físicas. Nesse sentido, o objetivo desta pesquisa é discutir sobre as relações e importância dos jogos cooperativos na Educação Física Escolar. Foi realizada uma pesquisa bibliográfica, exploratória e documental. Percebe-se que os jogos competitivos sempre se fazem presentes no contexto escolar, muitas vezes, sendo criticado pelo fato de estimularem a exclusão e a individualidade, não sendo uma estratégia totalmente adequada em promover o conhecimento e a participação de todos. Em contrapartida, os jogos cooperativos se mostram como uma ferramenta pedagógica positiva para incluir os alunos e auxiliam no processo de ensino e aprendizagem, melhorando a convivência social entre os mesmos. É possível concluir que os jogos cooperativos podem e devem fazer parte da rotina escolar, não somente da Educação Física em si, já que seus objetivos são pautados a atingirem a comunidade escolar como um todo, principalmente, o corpo discente. No contexto da Educação Física, os jogos cooperativos podem auxiliar no processo de aprendizagem das habilidades motoras desde os primeiros contatos da criança com a escola, visto que, de maneira lúdica e prazerosa, o aluno se envolve e se desenvolve, sendo uma excelente estratégia de prática pedagógica. Palavras-chave: Jogos. Cooperação. Educação Física Escolar. Abstract Cooperative games are activities that serve to unite people, share with each other and intend to arouse the participants’ courage and promote a sense of pleasure. In the context of Physical School Education, cooperative games are shown as a tool capable of promoting the learning of motor skills and encouraging the practice of physical activities. Thus, the objective of this research is to discuss the relationships and importance of cooperative games in School Physical  Education. A bibliographic, exploratory and documentary research was carried out. Competitive games are always present in the school context, often criticized for stimulating exclusion and individuality, and it is not a fully adequate strategy to promote knowledge and participation of all. On the other hand, the cooperative games are shown as a positive pedagogical tool to include the students and help in the  teaching-learning process, improving the social coexistence between them. It is possible to conclude that cooperative games can and should be part of the school routine, not only Physical Education itself, since its objectives are aimed at reaching the school community as a whole, especially the student’s body. In the context of Physical Education, cooperative games can help in the process of learning motor skills from the first contacts of the child with the school, since in a playful and enjoyable way, the student engages and grows, being an excellent  pedagogical practice strategy. Keywords: Games. Cooperation. School Physical Education.

scholarly journals Olhar Docente Acerca da Prática com Jogos e Tecnologias nas Intervenções da Sala de Recursos Multifuncionais

2020 ◽  
Vol 21 (2) ◽  
pp. 118-126
Author(s):  
Mara Silvia Spurio ◽  
Luciane Guimarães Batistella Bianchini ◽  
Nielce Lobo da Costa ◽  
Adriana Von Stein
Keyword(s):  
Junior High School ◽  
Educational Interventions ◽  
Pedagogical Practices ◽  
School Level ◽  
High School Level ◽  
Teachers Perceptions ◽  
Education Service ◽  
Resource Classroom ◽  
Specialized Education ◽  
Teaching Learning

As intervenções educacionais que integram jogos às tecnologias digitais têm sido motivadas a fim de tornar o ensino significativo aos alunos, por se tratar de uma metodologia ativa e também por este tipo de hábito lúdico ser comum à geração atual. Mas, e no caso do professor do Atendimento Educacional Especializado (AEE), como ele considera tal integração à sua prática com alunos que apresentam Necessidades Educacionais Especiais (NEE)? Este estudo, caracterizado como qualitativo objetivou conhecer professores atuantes no AEE, suas práticas pedagógicas com jogos, bem como verificar suas percepções com relação ao uso dos jogos e da tecnologia para aprendizagem dos alunos com NEE no ensino fundamental. Para a coleta de dados foi realizada entrevista com cinco docentes do AEE que atuam em um munícipio da região norte do estado do Paraná. Os dados foram analisados qualitativamente e os resultados da pesquisa indicaram que a maioria das professoras sabe utilizar os jogos digitais, embora duas docentes (P2 e P4) informassem ter dificuldades, por falta de conhecimento e tempo para se dedicar à aprendizagem de determinado jogo. Quanto às suas percepções, todas as entrevistadas reconhecem a importância de jogos e tecnologias para a geração de alunos na atualidade, até mesmo no caso da proposta inclusiva na Sala de Recursos Multifuncionais (SRM). Este estudo concluiu que as percepções docentes se articulam à prática do professor, por isso refletir sobre como o professor concebe os jogos e tecnologias na SRM poderá contribuir para novas propostas junto aos alunos e suas NEE.   Palavras-chave: Ensino. Aprendizagem. Recursos Lúdicos Digitais. Atendimento Educacional Especializado.     Abstract Educational interventions which integrate games with digital technologies have been encouraged  to make teaching meaningful to students, since it is an active methodology and also due to the fact that this type of playful habit is common among the current generation. But, and in the case of the Specialized Education Service teacher (AEE), how does he/she consider such integration with his /her practice concerning students presenting Special Education Needs (NEE)? This study, based on a qualitative approach, was carried out to investigate how teachers act in AEE, their pedagogical practices with games, as well as to gain their perceptions concerning the use of games and technologies to further learning by NEE students at grade/junior high school level. To collect the data one carried out interviews with five AEE teachers working in a county located in northern Paraná State. Such data underwent a qualitative analysis and the research results showed that most of the teachers know how to use digital games, although two of them (P2 and P4) reported to have difficulty, due to lack of familiarity with it and time to get acquainted with the game at issue. Concerning their perceptions, all the interviews acknowledged the importance of games and technologies for current students, even for the inclusive proposal within the Multifunctional Resource Classroom (SRM). This study concluded that teachers’ perceptions are articulated with their practice and therefore the pondering on how the teacher conceives games and technologies in SRM may contribute to further new proposals jointly with NEE students.   Keywords: Teaching. Learning. Digital Playful Resources. Specialized Education Service.

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