O ensino da técnica na Educação Física escolar: uma perspectiva de empoderamento e autonomia

Abstract

This study characterized as a reflection about the teaching practice aims to understand and analyze body techniques on its teaching and learning process during Physical Education classes, relating them to the students’ autonomy and empowerment. For its purpose, it was developed an experience of body technique’s teaching applied in Volleyball based in a didactic lesson composed by nine classes planned to be taught to the 9th grade of Hilda Rabello Matta Municipal School, in the city of Belo Horizonte, MG. Approaching to academic literature, we sought the understanding of some fundamental concepts for the study: technique, empowerment and autonomy. Discussing the technique, Alexandre Vaz and Jocimar Daolio were essential to this study and its questioning in which Jocimar Daolio with an anthropological perspective considers it something symbolic and cultural. Alexandre Vaz, from Critical Theory, introduce us the technique between a person and the world as an “Extension to the human arm” where it is characterized as a path and not an end. The authors also discuss the idea of a crystallized technique, naturalized, which is present in performance sports and in educational training courses. Rute Baquero and Paulo Freire were main references in empowerment and autonomy themes. Baquero classifies empowerment as a process in which the individuals take critical control of their lives while Freire defends the emancipation of the individuals aiming their autonomy based in a critical and liberating education. This way, the didactic unit was not structured prioritizing the game techniques teaching as something already done, but instead, as something yet to be built with the students’ contribution and on its different execution possibilities. Their experiences were considered with no need to repeat pre-established patterns and they were able to freely and truly choose their most appropriate movements. The students left the spectators’ side and started participating in class decisions which allowed them to be part of the experience. During the process, it was observed that students’ involvement and interest in Volleyball practice no longer endured only the Physical Education time, but it also extrapolated increasable at school. In the reports, the sense of expansion in body skills was enhanced as fundamental and responsible for increasing students’ confidence and satisfaction with the practice. We realized that body techniques learning influence students’ self-esteem and self-confidence as it enables them to have greater control of their bodies and their actions. More confident and reflexive, the students became more autonomous allowing them to make new decisions and rethinking school time and spaces. We confirmed that body techniques learning can be a crucial factor for the students’ empowerment and autonomy which consequently allow them to criticize and domain better their own body, practices and social spaces.