Linguagens e Educação Física na BNCC: uma análise a partir das habilidades prescritas

Abstract

RESUMO O texto tem como objetivo analisar como as habilidades prescritas ao ensino de Educação Física no Ensino Fundamental se articulam com as diferentes formas de linguagens. Para isto, optamos pela abordagem qualitativa com o tipo de pesquisa documental. Com a análise de conteúdo, recortamos as unidades de registros nos termos ou palavras que compõem cada categoria a priori com base na teoria dos multiletramentos: linguagem escrita, linguagem oral e as representações visuais, sonoras, táteis, gestuais, de si mesmo e espaciais. Em nossa análise, destacamos a limitada apreensão teórica da BNCC sobre a noção de linguagem na Educação Física que pouco explora as múltiplas linguagens, tanto ao longo dos anos escolares como nas unidades temáticas.

The debate of digital technology in the continuing Physical Education teacher education: uses and concepts for teaching and learning

“…The study is based on empirical reality, highlighting the different contributions of the investigated participants think about a co-evolution between emerging technologies that enter the educational scene with other emerging pedagogical practices that can respond to the cultural demands between learners and learning, teachers and teaching, and knowledge and context (Casey, Goodyear & Armour, 2016). In this sense, it is possible to find some research on how the technology is included in the Physical Education curricula (Araújo, Knijnik, & Ovens, 2021;Araújo et al, 2021a) or even if it is related to other languages in Physical Education curriculum (Oliveira et al, 2021).…”

Currículo de Educación Secundaria en el estado de Sergipe (Brasil): nociones de lenguaje e implicaciones para la educación física

“…Na literatura recente, alguns autores buscaram explorar compreensões de linguagens na BNCC a partir de habilidades prescritas para a EF Souza;Souza Junior;, buscando aproximações com as questões de mídia e tecnologia Ovens, 2021), pensando a formação de professores de EF com as linguagens digitais (Araújo et al, 2021b;Knijnik, 2022;Carvalho;Knijnik, 2021;Cavalcante;Souza Jr; e relatando experiências de professores acionando outras linguagens para o ensino de educação física (Chaves et al, 2015;Sousa et al, 2014), inclusive a partir do ensino remoto emergência devido a pandemia da Covid-19 Leite et al, 2022;Martins et al, 2022). Contudo, ainda residem lacunas no esclarecimento da real compreensão de linguagens nos documentos curriculares para que a prática pedagógica tenha um direcionamento cada vez mais claro e coerente com o desenvolvimento de aprendizagem dos alunos.…”

Digital educational resources in school physical education: an exploratory study on the MEC RED platform

“…The expansion of access to digital information and communication technologies (DICTs) fostered the integration of these technologies into the teaching and learning process, thereby significantly boosting the use of DERs in education. In Physical Education, recent studies point out the dialogue of this area with media and technology in terms of their integration into curricula 4,5 , the different language uses through skills prescribed by the Brazilian National Common Curriculum Base, BNCC (http://basena cionalcomum.mec.gov.br/) 6 , and the teaching approach linked to the media-education theory 7 . Responding to the historical moment of the COVID-19 pandemic, it is also possible to recognize the increase of studies related to technology use by teachers in emergency remote teaching [8][9][10] , some of them related to the creation and use of DERs.…”

“…However, to accomplish their role when used by teachers, DERs should allow for different ways of teaching and learning, besides bringing students closer to the taught contents and contributing to the development of competencies and skills 11 . This means that DERs empowered by the media convergences of digital technology could allow for different language modalities (written, oral, visual, sound, tactile, and gestural representations, among others) to teach different thematic contents presented in BNCC 6 .…”