Mestrado em Educação Física

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http://repositorio.ufes.br/handle/10/17598

Nível: Mestrado Acadêmico
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Navegando Mestrado em Educação Física por Assunto "Abordagens exortativa, incidental e intrínseca"

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    Educação em valores no contexto escolar : um estudo de caso
    (Universidade Federal do Espírito Santo, 2016-03-31) Souza, Adriano Lopes de; Silva, Otávio Guimarães Tavares da; Mello, André da Silva; Alencar, Heloisa Moulin de
    Today's society is characterized by a plurality of values, defined sometimes as crisis values or, perhaps more commonly, as values in crisis. This complex reality points to the need for education in values, which must find in schools, fertile ground for the promotion and sharing of norms, values and attitudes considered socially desirable. Thus, this study aimed to understand how the attitudinal dimension is developed in the context of a public school in the city of Vitória / ES, with an emphasis on physical education. Therefore, the purpose of this research has required the need to mobilize in terms of methodology, the study of ethnographic case, appropriating techniques such as document analysis, observation, interviews and focus groups. The results indicate the existence of a discourse that recognizes / assigns a certain potential for attitudinal contents linked to physical education classes, present both in the speeches of the subjects, as the school PPP. In this sense, it appears that the procedural dimension, to awaken the taste, the motivation and the interest of students, may be the great driving of the learning to conceptual and attitudinal dimensions, provided they are mobilized a set of focused educational activities for this goal. Regarding the attitudinal dimension, specifically, despite all the potential attributed to physical education classes, we identified that its effectiveness is subject to hortatory approaches, incidental and intrinsic, confirming therefore a limitation already pointed out by the literature the absence of prior planning more systematic about objectified values. Thus, it is concluded that educational practice committed to values education of students runs through the various school subjects and, in particular, by the teacher, which we consider to be the driving force of this educational project, always starting from the student as a historical subject, with the backdrop of a broader social context. Finally, it is expected that this study will enable a dialogue with other school universes, contributing to a greater understanding in dealing with dimensions of educational content, more significantly, the attitudinal dimension - values education - so longed for in contemporary society, as (yet) dispersed in our pedagogical reflections.