O ensino do jiu jitsu a partir de jogos de luta/oposição: confrontando o planejamento e realidade escolar

Abstract

This work adopts teaching-research as a methodology, in which the teacher acted also as researcher. We investigate the pedagogical practice of using the games of fighting (A.K.A. opposition fighting) in physical education classes, aiming at teaching the conceptual and corporal knowledge of jiu-jitsu. To achieve this goal, we describe the process of building and developing a teaching sequence of this fight modality based on theoretical references and pedagogical approaches related to the teaching of fighting sports. The motivation for the work was due to the lack of studies reported on the literature to the teaching of fights in the schools and the perception of the efficiency of the games of fights in the teaching of a specific fight modality. The pedagogical intervention was carried out in 08 classes, of which 06 classes were from the final years of elementary school. In total, 193 children participated in the research, 104 boys and 89 girls, all students from the Escola Municipal Cônego Sequeira, aged 10 and 12 years old. The research instruments were: diagnostic questionnaire, perception of practice questionnaire, and the field notes related to the teacher's own perceptions during the development of the teaching sequence. The data analysis has shown (i) the effectiveness of the games of fighting in teaching this topic (fighting sports) at school; (ii) and motivating and mobilizing students in the development of bodily and conceptual knowledge of jiu-jitsu by means of the experience of "playing the fight". Regarding the process of building the teaching sequence, we find that the literature focuses on teaching “beyond” the fighting modalities, thus directing the learning in a global manner. Therefore, to reach the objective of “playing” specific fights, respecting its internal logic, it may be necessary to create new games or adapt those that exist with teaching models and pedagogical proposals more directed to the content/specificity of the fighting modalities. That is, to cluster, classify and use teaching models according to similar motor behaviors.