O jogo como recurso didático na formação inicial de professores de Educação Física no PIBID/UEPB

Abstract

This research presents as object of study the game as a didactic resource in the initial training of physical education teachers at school. It proposed to reflect on the perceptions of students and graduates of the PIBID/UEPB of Physical Education about the teaching trajectory in the school resulting from the participation in the program. As problematic, we sought to understand what are the contributions of teacher training policies, in the project on screen, the PIBID, for the improvement of teaching practice? And, how is the didactic-pedagogical relationship with the insertion of the game in classes, and its importance for school Physical Education? For such discussions, several authors were used, such as Nóvoa, Tardif, Taffarel and Huizinga. As a result of the research, the Didactic Manual is presented using the Game as a didactic resource in Physical Education classes, aimed at children in elementary school I and with pedagogical possibilities that aim to contribute to the training of children and teachers. With regard to the methodological path, it is classified as applied, descriptive and of a qualitative nature based on action research, in which it uses the questionnaire and the participant observation carried out in the intervention with the Didactic Manual, as data collection techniques. These were analyzed descriptively and interpretively, seeking to have a better understanding of each stage undertaken throughout the research process. 9 students/teachers participated in the research, 3 female students from the Physical Education course – UEPB and 6 teachers who had already graduated, 5 females and 1 male. The intervention of the Manual with the application of the visible/blinded Bowling game took place with the class of the 2nd year of Elementary School of the Municipal School Maria Minervina de Figueiredo, under the regency of 5 scholarship holders from PIBID/Physical Education with the supervision of the teacher of Physical Education at that school. It is noticed that, in the context of initial teacher training, games are seen as an important means of learning and as a methodological way of teaching, as they encourage interaction between children. And, at school, the game as a teaching resource, contributes both to the formation of children and contributes to the formation of Physical Education teachers at school. It is understood the importance of PIBID in the relationship and partnership between training institutions at different levels of education insofar as it inserts the student/graduate in the school routine. We consider that the related research evidenced the relevance of the program in promoting new knowledge and knowledge that help in the teaching profession and in the understanding that graduates in Physical Education learn about the area and about their future performance, recognizing, therefore, the importance of the whole process and his path in terms of his training, both academic and professional, and his insertion in the school context.