Tecnologias da informação e comunicação: recursos para as aulas de educação física nos anos finais do ensino fundamental

Abstract

The technologies are part of the daily life of the majority of the worldwide population, they transform society and consequently the teaching. The use of information and communication technologies in the teaching process can represent an important alternative to enhance the teaching and learning of curricular contents of Physical Education, providing different possibilities in favor of an innovative teaching methodology. Toward this scenario, we reflect on the integration of information and communication technologies as resources for Physical Education classes, culminating in the following question: To what extent can Information and Communication Technologies boost the teaching of the curricular contents of the Physical Education subject? Thus, the objective of this research was to analyze the possible contributions of Information and Communication Technologies in curricular teaching of the contents in Physical Education classes. This was based on a case study, in which technologies (video, webquest, smartphones, digital school newspaper and Google Drive) were initially selected to enable the development of the curricular contents programmed for the first academic term, after the elaboration of the Plan of Teaching and the Plans of the Classes using the TIC, in the sequence Physical Education classes were implemented, for the 6th, 7th, 8th and 9th grades of elementary school in a municipal network school where the researcher acts as a teacher. Through the data collected in the observation, in the final activity of the Didactic Unit and in the questionnaire applied to the students, it was noticed that the use of the technologies motivates the students, because it is a differentiated class and because of the ease in manipulating these resources, ICT helps and make it easy the teaching-learning processes, the equipment of the schools become obsolete over time making it impossible to use them in pedagogical practice, requiring a periodic renewal. The teacher must guide the student to act critically on the different social media, needs effective public policies of continuous training and, that technology does not replace the teacher, it is an extra resource, a tool that must be very well-produced and planned, in a clearer and self-explanatory way. As a final product an e-book was developed, which presents the challenges and possibilities of using technologies as resources for Physical Education classes.