A emulação nas aulas de Educação Física: das concepções à organização do trabalho pedagógico

Abstract

This research investigated how Physical Education teachers who work in Elementary School Iunderstand emulation and how they develop the organization of their pedagogical work in relation to the theme. It is justified by its essentiality for school physical education, considering the positives and formative possibilities that can be offered to students from a broader understanding of the emulative phenomenon by teachers, which can be achieved through their pedagogical improvement. This was a qualitative study with a narrative design. Twelve teachers took part. The data was collected by observing some of these teachers' classes, which made it possible to compile a field diary, as well as conducting semi-structured interviews. The results were analyzed by triangulating the information, linking the bibliographical references, the field diary and the interviews with the participants, in order to corroborate the existing literature or propose new considerations on the issues addressed. When we analyzed the data and the participants' conceptions of emulation, we observed epistemologically insipient notions, when we consider the complexity of the emulative phenomenon intertwined with the gaming universe. This conceptual limitation on the part of teachers probably stems from their life stories and training, whose emulative opportunities have always been associated with sport and the quest for performance. In addition, it was found that the majority of Physical Education teachers organize their pedagogical work to approach emulation in sync with their conceptual notions, i.e. they seek to motivate students to compete in class activities and pedagogical interventions, in turn, occur fortuitously, only in the face of inclement weather or extreme conflict situations. These didactic approaches proved to be insufficient and ineffective in a number of the situations witnessed, engendering exclusion, educational and sporting bullying, which affected students in different ways, with rare and occasional exceptions. Ultimately, we believe that one of the main contributions of this study was to identify the educational dimension of emulation, bringing opportunities for formative, humanistic and emancipatory educational interactions from the pedagogical emulative triggers present in the game setting, in order to foster the hesiodic Good Eris in Physical Education classes.