Concepção Crítico-Emancipatória e Mídia-Educação: uma interlocução possível à Educação Física Escolar

Tinôco, Rafael de Gois; Araújo, Allyson Carvalho de

doi:10.1590/rbce.42.2020.0037

Cited by 6 publications

(4 citation statements)

References 6 publications

(8 reference statements)

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“…In contrast, Brazil stands out as a country with a tradition of studies on media and technology related to Physical Education since the 1990s ( 64 ). The literature on Physical Education is also grounded in Media Education Theory ( 65 – 68 ), whose dimensions/contexts are recognizable in theoretical debates and applied teaching experiences.…”

Section: Resultsmentioning

confidence: 99%

Digital technology in national curricula: a dialogue among Iberoamerican countries

de Araújo,

Xavier,

Moya-Mata

et al. 2024

Front. Sports Act. Living

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IntroductionIn today's world, digital technologies have become pervasive, impacting every aspect of our lives. Even in subjects such as Health and Physical Education (HPE), which traditionally emphasizes experiential, active, and corporeal learning, there is a growing interest in the role and influence of new technologies. These technologies not only have the potential to transform human movement and health cultures, but they also offer valuable tools to facilitate teachers' work and enhance student learning. Considering the context of the Research Network on Interactive Digital Didactic Materials, which includes researchers from Iberoamerican countries, this research examines how media and digital technologies are considered in the official Physical Education and curriculum documents from Brazil, Uruguay, Chile, Colombia, and Spain.MethodsThe research comprises a content analysis of official National Curricular Proposals of the selected countries. Considering the specificities of each country to publish their curricula policies, we selected eight different documents from five countries (Brazil, Uruguay, Spain, Colombia, and Chile). We looked for indicators expressed by terms such as “media,” “digital culture,” and “technology” in the documents, all of them related to Physical Education.ResultsThe findings show arguments and proposals for using technology in Physical Education in all documents. However, the curricula trigger this theme in different forms, as an autonomous or transversal character integrated into subjects such as HPE. This fact may be highlighted by the goals of learning areas, which sometimes trigger teaching themes through technology.DiscussionUnder the Media-Education theory lens, we argue that there is no standard for educational investment in curricula in media and technology. Some documents point to the technology use dimension, while others point to the critical or productive dimension that technology makes possible. The literature highlights the need for an organic approach between these dimensions, and educators and policymakers are asked to rethink their curriculum proposals.

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Section: Resultsmentioning

confidence: 99%

Digital technology in national curricula: a dialogue among Iberoamerican countries

de Araújo,

Xavier,

Moya-Mata

et al. 2024

Front. Sports Act. Living

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“…According to some authors, the theoretical-methodological ways of such an approach contribute not only to a new way of thinking in the knowledge area of PE but have also met the demand of cooperating with didactic aspects to teach historically accumulated knowledge (Betti et al, 2007). On the other hand, the critical-emancipatory approach has the potential to explore PE contents beyond the physical activity concept through a variety of expressions (Tinôco & Araújo, 2020).…”

Section: Introductionmentioning

confidence: 99%

Contributions of phenomenology to Brazilian school Physical Education: pathways to the communication field and the curricular area of languages

Araújo

Surdi

2023

revtee

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This paper aims to present and discuss the contributions of phenomenology to Brazilian school Physical Education. It is a theoretical-narrative essay based on work and concepts from Maurice Merleau-Ponty and Elenor Kunz to think of their reverberations in literature and educational policies. We searched in the Brazilian literature for authors who explicitly assume a phenomenological posture in dealing with school Physical Education. The paper points to the German-descent Sich Bewegen theory as the origin of the critical-emancipatory approach. In a second moment, it addresses the contributions of phenomenology to education and, more specifically, to Physical Education as a curriculum component of Brazilian primary education. We notice that the main contribution of phenomenology to Brazilian Physical Education lies in understanding human movement as a dialogue between man and the world. Such an understanding enabled a review of the field’s identity and a re-orientation of school Physical Education in Brazil within curriculum policies, specifically in dialogue with the fields of languages and communication.

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“…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.…”

Section: Introductionmentioning

confidence: 99%

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

Cavalcante

Araújo

2022

Motriz: rev. educ. fis.

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This work aims to identify the perception of school Physical Education teachers concerning the use of a digital educational resources (DERs) platform. Methods: An exploratory study was carried out with nine Physical Education teachers from different locations and teaching systems in Brazil. These teachers used some functionalities offered by MEC RED, a DERs platform provided by the Brazilian Ministry of Education, and presented their experience of use in a focus group. Results: Discussions among the participating teachers from their experience of using MEC RED led to identifying potential benefits and obstacles to using DERs in teaching Physical Education at school, motivations for using a DERs platform, and the usefulness of MEC RED in this context. Conclusion: From the participants' point of view, a DERs platform can support teachers in locating and selecting resources that could be used in their classes. MEC RED was found partially suited to these teachers mainly because it presents low availability of DERs related to school Physical Education, which may demobilize the use of this platform. The findings of this study can contribute to understanding the needs of school Physical Education teachers to create, use, and share DERs, promote a collaborative culture among them, and structure better DERs platforms.

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Concepção Crítico-Emancipatória e Mídia-Educação: uma interlocução possível à Educação Física Escolar

Cited by 6 publications

References 6 publications

Digital technology in national curricula: a dialogue among Iberoamerican countries

Digital technology in national curricula: a dialogue among Iberoamerican countries

Contributions of phenomenology to Brazilian school Physical Education: pathways to the communication field and the curricular area of languages

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

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