Educação física e a metodologia aprendizagem baseada em projetos: uma proposta para o ensino das práticas corporais de aventura na natureza

Abstract

The pedagogical process has historically centered teaching on the figure of the teacher, the knowledge recognized as valid comes from the teacher and must be memorized by the student. Critical awareness of the limitations of this model has been emerging, causing scholars to discuss teaching methods that prioritize the student, transforming them into protagonists and not just receivers of knowledge. Among these methods appear Active Methodologies, making the student active and at the center of the teaching process. Project-Based Learning (PBL) is one of these methodologies that allows students to develop a project discussing a problem that is part of their reality, seeking to resolve it through knowledge through content with the guidance of the teacher. With this in mind, the question arises: How to use the Active Project-Based Learning Methodology in teaching school Physical Education content in a way that contributes to the teaching process? This work had the general objective: to develop a pedagogical proposal based on the Active Project-Based Learning Methodology in the Physical Education curricular component. And as specific objectives: plan a pedagogical proposal based on the Active Project-Based Learning Methodology; apply the methodological pedagogical proposal of ProjectBased Learning and evaluate the process of the pedagogical proposal. 23 students regularly enrolled in the 3rd year class of the Governador A dauto Bezerra Full-Time High School in the city of Crato-Ceará participated in the research . This study is a pedagogical intervention research with a qualitative approach and descriptive character, in which the field diary written during the application of a didactic sequence consisting of 22 classes was used as an instrument for data collection. These data were analyzed based on the stages of a teaching project by Bender (2014) and resulted in the following topics: knowing the content; introducing ABP; researching initial information; creating artifacts; researching, knowing a little more; developing the final presentation; presenting the artifacts and evaluating the project. The results demonstrated that the use of active methodologies allowed students to be involved in the Project as well as in classes, as they deviated from the routine that is, the traditional way that students were accustmed to. We concluded that with the application of PBL, studentes were encouraged to become more active in the teaching process, taking on the role of researcher, seeking to solve real problems in their community, specifically the Sítio Fundão State Park located in the school neighborhood, developing Few people have autonomy and creativity in the teaching and lerning process.