O Teaching Games for Understanding e a escola: desafios e possibilidades

Abstract

Considering the importance of sport as a content in the Physical Education urriculum in elementary education, continuing education actions that address teaching methodologies for sports initiation present themselves as current and are consistent with the teaching work at school. Following the discussion in the sports teaching area, in the early 1980s, the Teaching Games for Understanding (TGFU) was launched, a teaching model for sport that contemplates the use of the game with different configurations, with the purpose of stimulate the development of ability to play through tactical understanding. In this perspective, the objective of the present study was to analyze the contribution of a continuing education program in modifications on the understanding and pedagogical practice of teaching sports among public school teachers in Pelotas-RS. The present investigation was conducted through a qualitative approach, with research-action as the main method. Teachers from 6th e 7th classes who would develop collective sports in the second semester of 2018 were considered able to participate of the study. The continuing education process involved: theorical activities; delivery ok a book; observation of classes and discussions under responsibility of the main investigator; and meeting for exchange of information. Over one semester, at the same time of the formation activities, several data collections were carried-out: individual interviews; classes observation e recording in order to be used in the memory stimulation technical and interviews with small groups. The data analyses showed that the majority of the teachers modified their classes about sports, as well as they evaluated as very positive the applicability of the TGFU in the physical education classes for the last grades of elementary level in the school. The TGFU enabled the learning of sports technique and tactical by related way, including reflection moments from the students while important strategy of contents approach by critical and participative form.