Ginásticas e metodologias ativas: uma experiência com estudantes do ensino médio da rede estadual de ensino de Minas Gerais

Abstract

This research aimed to promote gymnastics teaching through active methodologies, aiming to provide first-year nighttime high school students with effective participation and youth leadership in the learning process. The research was conducted at the Dona Amanda Pinheiro Senna State School, located in the Antunes district of the municipality of Igaratinga, Minas Gerais, and involved the participation of 34 young adolescents, an external physical education teacher who served as a critical friend, a specialist, a principal, and a teacher from UFMG. An observation sheet was created for the critical friend to evaluate the classes. Furthermore, all procedures were recorded in a field diary. The methodological approach adopted was qualitative, utilizing action research combined with descriptive observation. As an intervention tool, a teaching unit was developed consisting of a teaching plan and six lesson plans, all based on active methodologies, culminating in a technical visit to the UFMG Gymnastics Training Center. The results showed a significant increase in student engagement and participation throughout the classes, demonstrating that active methodologies helped overcome challenges such as demotivation and fatigue resulting from the double shift (work and study). Even when faced with time constraints and a lack of material resources, creativity and adaptability proved essential to making gymnastics teaching feasible. As an educational resource, an e-book was developed that systematizes the learning trajectory, bringing together perceptions from different participants, based on data obtained through various data collection instruments. The research demonstrated that the adoption of active methodologies by teachers can significantly contribute to making gymnastics teaching more engaging and effective in Physical Education classes. It is recommended that such approaches be incorporated into teaching plans, even when faced with limitations such as a shortage of materials and a lack of specific training.