As danças indígenas na formação inicial em educação física: app didático para o 2º ciclo do ensino fundamental
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Data
2019-07-29
Autores
Guimarães, Denise
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Universidade Estadual Paulista (Unesp)
Resumo
A dança na formação inicial em Educação Física tem sido objeto de estudo de diversas investigações que abrangem discussões sobre como esse conhecimento chega aos futuros professores. Este conteúdo da Educação Física, inclui a possibilidade de tratamento da temática das danças indígenas. Para contemplar a inserção do ensino das danças indígenas nas disciplinas escolares do ensino fundamental e médio, públicos e privados existe o incentivo da Lei 11.645 de março de 2008 que torna obrigatória a inclusão do estudo da história e cultura afro-brasileira e indígena nessas etapas escolares. Além disso, na formação inicial dos cursos de licenciatura o Conselho Nacional da Educação (CNE), perante a Resolução nº 2 de 1 de julho de 2015, determina a inclusão de temas sobre as relações étnico-raciais, assim como, o uso das Tecnologias da Informação e Comunicação (TIC). Atualmente a Base Comum Curricular (BNCC) propõe o ensino das danças indígenas na área da Educação Física para o segundo ciclo do ensino fundamental. Diante desse contexto, o objetivo geral dessa pesquisa foi produzir e analisar um aplicativo para dispositivos móveis sobre danças indígenas na formação inicial em Educação Física para o segundo ciclo do ensino fundamental. Participaram 40 acadêmicos do curso de licenciatura em Educação Física de uma faculdade privada do interior do Estado de São Paulo. De natureza qualitativa, a pesquisa foi desenvolvida no modelo escandinavo com produção de quatro artigos. No artigo I, buscou-se conhecer as experiências dos acadêmicos com danças e danças indígenas dentro e fora da escola durante a educação básica e no ensino superior. Nos resultados notou-se que as experiências com dança aparecem concentradas no ensino fundamental I, atreladas a momentos de festas e datas comemorativas. As poucas experiências com danças indígenas na educação básica são descrições estereotipadas sem muito sentido e significado das reais condições desses povos. No ensino superior, não se encontrou vivências com as danças indígenas, no entanto, outras danças são citadas pelos estudantes com entusiasmo o que promoveu reflexões sobre o futuro ensino na escola. No artigo II, buscou se identificar o uso e a apropriação das tecnologias pelos estudantes e a visão dos mesmos sobre o modo com que os docentes empregam as tecnologias na prática pedagógica. Os resultados apontam que os docentes utilizam mais recursos tecnológicos para a exposição de conteúdos. Já os estudantes colocam o celular como o segundo recurso utilizado para registro além de oferecer acesso a internet para pesquisas. Verificou-se que este dispositivo móvel é bem aceito pelos acadêmicos por possibilitar mobilidade e flexibilidade para os estudos quando usado de modo consciente, o que poderá influenciar suas futuras ações profissionais. No artigo III foi elaborado e analisado um material didático em forma de aplicativos para dispositivos móveis sobre as danças indígenas com referência as habilidades de ensino da BNCC para o 2º ciclo do ensino fundamental. Nos resultados encontraram-se quatro danças indígenas presentes no Brasil (dança do Cariçu/ norte; dança do Toré/nordeste; dança da Ema/centro-oeste; dança do Xondaro/sudeste e sul). Na produção do material houve a inclusão de imagens, textos, vídeos e documentários os quais foram alojados em uma plataforma online grátis para produção de aplicativos. Alguns limites deram-se na quantidade de abas e no pouco tempo de vídeos oferecido pela plataforma. Por fim, no artigo IV os participantes tiveram acesso aos aplicativos das danças indígenas, elaboraram e implementaram aulas e posteriormente avaliaram os apps. Como resultado notou-se que a mediação docente atrelada às metodologias ativas impulsionou a resolução de problemas a partir do uso de diferentes ferramentas tecnológicas as quais possibilitaram esta ação pedagógica. Quanto a realização das aulas de danças indígenas os estudantes construíram uma variedade de materiais assim como trouxeram outros originais, também utilizaram a tecnologias durante todo o percurso dentro e fora do ambiente educacional, principalmente o celular. Para as aulas de dança indígena os acadêmicos empregaram diversos conteúdos dos aplicativos nos celulares o que promoveu um ensino dinâmico. Alguns limites apontados relacionaram-se ao uso da internet e dos computadores da instituição de ensino superior, classificados como de baixo potencial. Conclui-se, portanto, que as danças indígenas são conteúdos escassos nas escolas, nas aulas de Educação Física, apesar da existência da Lei 11. 645, e também no ensino superior durante a formação dos professores de Educação Física. O celular aparece como um recurso tecnológico muito utilizado pelos alunos no ensino superior, o que aumenta as chances de uso na futura docência. Por fim, a elaboração e a utilização dos aplicativos das danças indígenas foram avaliadas de forma positiva pelos estudantes para uso nas aulas de Educação Física do segundo ciclo do ensino fundamental.
The dance in the initial formation in Physical Education has been object of study of several investigations that include discussions about how this knowledge reaches the future teachers. This content of Physical Education, includes the possibility of dealing with the theme of indigenous dances. To contemplate the inclusion of indigenous dance education in public and private elementary and secondary school subjects, there is the incentive of Law 11,645 of March 2008, which makes it mandatory to include the study of Afro-Brazilian and indigenous history and culture in these school stages. In addition, in the initial formation of undergraduate courses, the National Education Council (CNE), before Resolution No. 2 of July 1, 2015, determines the inclusion of topics on ethnic-racial relations, as well as the use of Information and Communication (ICT). Currently the Common Curricular Base (BNCC) proposes the teaching of indigenous dances in the area of Physical Education for the second cycle of elementary school. Given this context, the general objective of this research was to produce and analyze an application for mobile devices about indigenous dances in the initial formation in Physical Education for the second cycle of elementary school. Forty students from the Physical Education degree course from a private college in the interior of the state of São Paulo participated. Of qualitative nature, the research was developed in the Scandinavian model with production of four articles. In article I, we sought to know the experiences of academics with indigenous dances and dances in and out of school during basic education and in higher education. In the results it was noted that the dance experiences appear concentrated in elementary school I, linked to moments of parties and commemorative dates. The few experiences with indigenous dance in basic education are stereotypical descriptions without much meaning and significance of the real conditions of these peoples. In higher education, there was no experience with indigenous dances, however, other dances are cited by students with enthusiasm which promoted reflections on the future teaching in school. In article II, we sought to identify the use and appropriation of technologies by students and their view of the way teachers use technologies in pedagogical practice. The results indicate that the teachers use more technological resources for the exposition of contents. Already students put the cell phone as the second resource used for registration in addition to providing internet access for research. It was found that this mobile device is well accepted by academics because it allows mobility and flexibility for studies when used consciously, which may influence their future professional actions. In article III a didactic material in the form of mobile applications on indigenous dances was elaborated and analyzed with reference to the teaching skills of BNCC for the second cycle of elementary school. The results found four indigenous dances present in Brazil (Cariçu dance / north; Toré dance / northeast; Ema dance / midwest; Xondaro dance / southeast and south). The production of the material included images, texts, videos and documentaries which were housed in a free online platform for application production. Some limits were given on the amount of tabs and the short time offered by the platform. Finally, in Article IV, participants had access to indigenous dance applications, designed and implemented classes, and later evaluated the apps. As a result it was noted that the teaching mediation linked to the active methodologies boosted problem solving from the use of different technological tools which enabled this pedagogical action. Regarding the conduction of indigenous dance classes, the students built a variety of materials as well as bringing other originals, they also used the technologies throughout the course inside and outside the educational environment, especially the cell phone. For the indigenous dance classes the academics employed various application content on their mobile phones which promoted a dynamic teaching. Some limits were related to the use of the internet and computers of the higher education institution, classified as low potential. Therefore, it is concluded that indigenous dances are scarce content in schools, in Physical Education classes, despite the existence of Law 11.645, and also in higher education during the training of Physical Education teachers. The cell phone appears as a technological resource widely used by students in higher education, which increases the chances of use in future teaching. Finally, the elaboration and use of indigenous dance applications were evaluated positively by students for use in Physical Education classes of the second cycle of elementary school.
The dance in the initial formation in Physical Education has been object of study of several investigations that include discussions about how this knowledge reaches the future teachers. This content of Physical Education, includes the possibility of dealing with the theme of indigenous dances. To contemplate the inclusion of indigenous dance education in public and private elementary and secondary school subjects, there is the incentive of Law 11,645 of March 2008, which makes it mandatory to include the study of Afro-Brazilian and indigenous history and culture in these school stages. In addition, in the initial formation of undergraduate courses, the National Education Council (CNE), before Resolution No. 2 of July 1, 2015, determines the inclusion of topics on ethnic-racial relations, as well as the use of Information and Communication (ICT). Currently the Common Curricular Base (BNCC) proposes the teaching of indigenous dances in the area of Physical Education for the second cycle of elementary school. Given this context, the general objective of this research was to produce and analyze an application for mobile devices about indigenous dances in the initial formation in Physical Education for the second cycle of elementary school. Forty students from the Physical Education degree course from a private college in the interior of the state of São Paulo participated. Of qualitative nature, the research was developed in the Scandinavian model with production of four articles. In article I, we sought to know the experiences of academics with indigenous dances and dances in and out of school during basic education and in higher education. In the results it was noted that the dance experiences appear concentrated in elementary school I, linked to moments of parties and commemorative dates. The few experiences with indigenous dance in basic education are stereotypical descriptions without much meaning and significance of the real conditions of these peoples. In higher education, there was no experience with indigenous dances, however, other dances are cited by students with enthusiasm which promoted reflections on the future teaching in school. In article II, we sought to identify the use and appropriation of technologies by students and their view of the way teachers use technologies in pedagogical practice. The results indicate that the teachers use more technological resources for the exposition of contents. Already students put the cell phone as the second resource used for registration in addition to providing internet access for research. It was found that this mobile device is well accepted by academics because it allows mobility and flexibility for studies when used consciously, which may influence their future professional actions. In article III a didactic material in the form of mobile applications on indigenous dances was elaborated and analyzed with reference to the teaching skills of BNCC for the second cycle of elementary school. The results found four indigenous dances present in Brazil (Cariçu dance / north; Toré dance / northeast; Ema dance / midwest; Xondaro dance / southeast and south). The production of the material included images, texts, videos and documentaries which were housed in a free online platform for application production. Some limits were given on the amount of tabs and the short time offered by the platform. Finally, in Article IV, participants had access to indigenous dance applications, designed and implemented classes, and later evaluated the apps. As a result it was noted that the teaching mediation linked to the active methodologies boosted problem solving from the use of different technological tools which enabled this pedagogical action. Regarding the conduction of indigenous dance classes, the students built a variety of materials as well as bringing other originals, they also used the technologies throughout the course inside and outside the educational environment, especially the cell phone. For the indigenous dance classes the academics employed various application content on their mobile phones which promoted a dynamic teaching. Some limits were related to the use of the internet and computers of the higher education institution, classified as low potential. Therefore, it is concluded that indigenous dances are scarce content in schools, in Physical Education classes, despite the existence of Law 11.645, and also in higher education during the training of Physical Education teachers. The cell phone appears as a technological resource widely used by students in higher education, which increases the chances of use in future teaching. Finally, the elaboration and use of indigenous dance applications were evaluated positively by students for use in Physical Education classes of the second cycle of elementary school.
Descrição
Palavras-chave
Danças indígenas, Educação física escolar, Formação docente, Tecnologias da informação e comunicação, Indigenous dances, Physical school education, Teacher training, Information and communication technologies