Protagonismo infantil na educação física: uma experiência pedagógica com a capoeira
DOI:
https://doi.org/10.21814/rpe.7123Abstract
Este estudo analisa práticas pedagógicas centradas no protagonismo infantil. O método combina a Pesquisa-Ação Colaborativa com a Metodologia Participativa. Os sujeitos participantes deste estudo são dois bolsistas de iniciação à docência, um professor-supervisor e 25 crianças. Os dados são provenientes de observação participante, registros fotográficos e desenhos, extraídos de uma vivência pedagógica com o conteúdo ‘capoeira’ nas aulas de Educação Física, em um Centro Municipal de Educação Infantil de Vitória/ES. A análise indica que as crianças, por meio de suas práticas, ressignificam o ensino da cultura mediado pelos adultos e, com base nas produções infantis, o processo de intervenção pedagógica é reorientado, levando em consideração o protagonismo das crianças.
Palavras-chave: Protagonismo; Capoeira; Educação Física; Educação Infantil
ABSTRACT
This study analyzes teaching practices focused on children's participation. The method used in the study combines Collaborative Action-Research with Participatory Methodology. Participants of this study are two teaching fellows, a teacher-supervisor and 25 children. The data were derived from participant observation, photographic records and drawings, collected from a pedagogical experience with the content "capoeira" in Physical Education classes in a municipal institution for childhood education in Vitória/ES. The analysis indicates that children, within their practices, resignify the teaching of culture 78 Rodrigo Lema Del Rio Martins et al. mediated by adults and, based on children's productions, the educational intervention process is reoriented, considering the participation of children.
Keywords: Children participation; ‘Capoeira’; Physical Education; Childhood education
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