Mídia e Tecnologia no Currículo de Educação Física: um estudo exploratório em diálogo internacional

Araújo, Allyson Carvalho de; Silva, Jeane da; Ovens, Alan; Knijnik, Jorge

doi:10.35786/1645-1384.v21.n3.39

Cited by 6 publications

(4 citation statements)

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“…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).…”

Section: Context and Didactic Approach Of The Investigated Experiencementioning

confidence: 99%

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

Souza¹,

Oliveira²,

Araújo³

2022

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Teacher education programs have recently incorporated digital technologies into their curricula. However, this does not seem to be sufficient, given all the current education challenges. This lack leads teachers to fill the gaps in other ways, for example, through personal effort, specialization courses, and permanent education. This study aimed to describe and analyze the professional education experience of Physical Education teachers with digital technology concerning the uses and concepts of technology. We used action research as a method by systematically observing continuing education meetings held in 2016, where we problematized concepts such as communication, mediation, narrative, and gamification. We used questionnaires, evaluation documents, and participant observation for data collection, with records in a field notebook to generate information. We identified some intrinsic and extrinsic factors in the mobilization of these teachers with the incorporation of digital technology. Three intrinsic trends appear as the main factors: 1) the concept of teaching, 2) a belief in digital technology as a possibility to relate to Physical Education, and 3) the pedagogical time for planning.

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Section: Context and Didactic Approach Of The Investigated Experiencementioning

confidence: 99%

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

Souza¹,

Oliveira²,

Araújo³

2022

Retos

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“…These issues derive from the insight that every educational environment works as a complex system in which changing an element (for example, a technology type) requires reorganizing the entire educational ecosystem. In this sense, the literature in the last decade has focused on the co-evolutionary understanding between technology and education (e.g., BURNE, 2017;KNIJNIK;OVENS, 2021;ARAÚJO et al, 2021a;TINÔCO;ARAÚJO, 2020). The teacher is notably a key player in the reorganization of these processes as he/she is affected by the inclusion of technology and responds to (by adopting or rejecting technology) the affordances enabled by the device, the practices arising from it, and the offered context in his/her working environment (DAVIS; EICKELMANN;ZAKA, 2013).…”

Section: Introductionmentioning

confidence: 99%

ensino remoto de Educação Física em narrativa

et al. 2022

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A literatura tem apostado na compreensão coevolutiva entre tecnologia e educação destacando o professor como peça-chave neste processo. O objetivo do texto é problematizar a vivência pedagógica de uma professora de Educação Física da rede estadual de ensino durante a pandemia de covid-19, sob as lentes do neotecnicismo e das literacias emergentes. Adotou-se a metodologia qualitativa a partir dos estudos narrativos, dos casos pedagógicos e suas contribuições para formação docente. Como resultados percebeu-se o sentimento de incompetência para lidar com plataformas digitais, o apoio de uma rede de colaboração por pares, a urgência do “como utilizar ferramentas tecnológicas” e, em segundo plano, “o que ensinar”. Considera-se, por fim, que pensar o ensino remoto de Educação Física na pandemia é mais do que pensar em tecnologia, mas antes é refletir sobre como o professor se forma pela experiência e as possibilidades de modificação na percepção de aula de Educação Física neste contexto.

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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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Mídia e Tecnologia no Currículo de Educação Física: um estudo exploratório em diálogo internacional

Cited by 6 publications

References 0 publications

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

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

ensino remoto de Educação Física em narrativa

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

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