Notions of identity of school physical education in the construction of Olympic Education Courseware

Abstract

RESUMOO presente artigo debruça seu olhar, a partir de um novo enfoque teórico, sobre os dados apresentados por Basso 1 em pesquisa cujo principal objetivo foi validar qualitativamente um material didático em Educação Olímpica. Analisa-se neste artigo especificamente os apontamentos realizados pelos professores colaboradores da validação quando estes sinalizam para a necessidade de uma presença maior de atividades práticas no material didático. Utiliza-se para essa análise os conceitos de Santos 2 e de Hall 3 quando estes autores tratam da questão da identidade pela diferença. A partir destes autores procurou-se analisar qual a noção de identidade atribuída para a disciplina Educação Física a partir dos apontamentos dos docentes e qual a consequência desta identidade para a construção de materiais didáticos de Educação Olímpica voltados para esse componente curricular. Palavras-chave: Educação física. Identidade. Educação olímpica. ABSTRACTThis article, based on a new theoretical approach, focuses on data from Basso 1 , the primary objective of which was to qualitatively validate courseware on Olympic Education. Specifically, notes made by teachers involved in validating the courseware are analysed, in particular where they point to the need for a greater number of practical activities in the courseware. The concepts of Santos 2 and Hall 3 that address the issue of identity by difference are used in this analysis. Those authors' work will be used as a basis to analyse the notion of identity attributed to the discipline of physical education in the teachers' notes and the consequence of this identity for the construction of Olympic Education courseware for this curriculum component.

The Olympic Games’ impact on the development of teachers: the case of Rio 2016 Official Olympic Education Programme

“…Teachers play an important role in implementing the Olympic programmes (Culpan & Stevens, 2017) due to their ability to influence the Education of youngsters (Silva et al, 2016) and their contribution to help school communities develop values associated with the concept of Olympism . Meghdadi et al (2018) further refer that teachers influence student knowledge and intellectual development, while Kohe and Bowen-Jones (2016) mention that teacher adoption of Olympic programmes may contribute to long-term educational changes, potentially leading to an Olympic educational legacy.…”

“…First, teachers provide an important link between the school community and the event itself, becoming knowledge disseminators and influencing future generations (Kohe & Chatziefstathiou, 2017). Second, with their own ideals, values, and Olympic knowledge, teachers have the ability to influence individuals both inside and outside schools (Silva, Santos & Tavares, 2016;Girginov, 2018), disseminating Olympic Education. Third, their perceptions of the Olympic Games are crucial for determining the educational outcomes, allowing to understand allowing to understand if an Olympic education programme can act as an example for future host countries.…”