Quis Custodiet Ipsos Custodes? On Being Critical About Critical Pedagogy in Physical Education

Abstract

Um contínuo desafio para a pedagogia crítica da Educação Física tem sido o de como prosseguir adiante com sua agenda em circunstâncias de precariedade, ao mesmo tempo em que evita muitas armadilhas, como doutrinação, utopismo e arrogância, o que pode diminuir sua efetividade tanto quanto sua reputação. Este artigo considera a possibilidade de ser crítico em relação à própria pedagogia crítica, ao mesmo tempo em que permanece inflamado pela causa da justiça social através da Educação. Até hoje, ela parece ser suficiente para pedagogos críticos em Educação Física regularem a si mesmos, mas tem falhado em produzir qualquer concordância sobre como a pedagogia crítica pode responder, por exemplo, ao crescimento da precariedade. Valendo-se do artigo de Burbules, que reflete sobre ser crítico na pedagogia crítica, cinco chaves de leitura emergem desta análise. Eu considero como nós deveríamos ser autoconscientes e autocríticos no âmbito da pedagogia crítica em Educação Física e, ao fazer isso, abordar seus desafios crescentes e, de fato, enfrentar a questão segundo a qual “quem vigia os próprios vigilantes”?

The effects of the Jigsaw method on students’ physical activity in physical education: The role of student sex and habituation

“…teacher-centered approaches with a primary focus on motor performance). In cooperative learning, the motivations of girls to participate in PE in the social and affective domains are taken into account (Goodyear et al, 2014; Kirk, 2010). According to the research conducted by Dyson and Strachan (2000), girls enjoyed learning, working in teams, helping each other learn, and taking responsibility for their own learning in the context of cooperative learning.…”

“…PA engagement is linked to students’ skill development in achievement-related contexts such as PE (Curran and Standage, 2017) as well as to students’ motivation (Saugy et al, 2020). Moreover, the skills developed in PE contribute to the promotion of long-term participation in PA (Curran and Standage, 2017; Kirk, 2010). As students’ learning and achievement depend on their PA engagement (Fredricks et al, 2004; Saugy et al, 2020), exploring the impact of the Jigsaw method on MVPA and its potential influencing factors can provide insights into the varying effects of both of these educational outcomes (Cochon Drouet et al, 2022; Slavin, 1990; Stanczak et al, 2022).…”

“…First, in this study, MVPA was considered to be an indicator of PA engagement in PE, an approach that is in line with previous research (Fairclough and Stratton, 2005; Saugy et al, 2020). However, MVPA is related to other educational outcomes, such as motor learning and cognitive, affective, and social outcomes (Casey and Goodyear, 2015; Coe et al, 2006; Kirk, 2010), and these outcomes must be considered in future research. Examining the relationships between students’ educational outcomes and both the quality and quantity of the interactions that occur during a sequence would be a valuable avenue for future investigations.…”

Pedagogia crítica, saúde e pandemia: uma leitura com David Kirk

“…É em tal contexto que Kirk passará a defender um deslocamento no eixo da pedagogia crítica, cujo foco doravante deveria ser o que ele denomina aprendizagens afetivas (KIRK, 2018a(KIRK, , 2018b(KIRK, , 2019a(KIRK, , 2019b. Pedagogia crítica afetiva seria o nome para designar essa nova direção.…”

Getting to know movement differently: Nurturing communicative, relational, and collective movement pedagogies with toddlers

“…First, we want to turn to critical physical education literature (Fitzpatrick, 2019; Kirk, 2019) to complexify the high-stakes of how we might get to know movement as more than an outcome performed by an individual child. Azzarito (2019), a critical physical education scholar, argues that “schooling is increasingly driven by an educational market paradigm that positions students through colorblind lenses, merely as ‘objects’ or ‘outputs’ of neoliberal economic goals” (p. 639).…”