Educação física a distância : propostas de mediação pedagógica em contextos de aquisição de habilidades sensório-motoras

Abstract

Historically, the offer of courses and places through on-site graduation remained as a modality that predominated in higher education in Brazilian territory (MARQUES; ANJOS, 2019). However, with the advent of regulation of the provision of courses through Distance Education (former decree No. 5622/2005, revoked by current Decree No. 9057, of May 25, 2017), there was an exponential growth of this modality in Brazil, especially when observing that between 2009 and 2019, enrollment in undergraduate courses through Distance Education (EaD), rising from just over 838 thousand to almost 2.5 million, representing more than 192.4% of growth, while in the on-site modality, in the same period, there was a growth of just over 20.3% (INEP, 2019). When analyzing the predominance of the offer of Physical Education courses, it is possible to highlight that in 2015 the sum of enrollments in undergraduate degree training (167,668) together with the bachelor's degree (107,409) already occupied the 6th place among undergraduate courses, with 275,077 students. In just four years (INEP, 2019), Physical Education courses passed to occupy the 4th position among the most offered courses in Brazil. Within the scope of Public Institutions of Higher Education (IPES) that offer distance Physical Education (PE) courses, a number of 15 institutions are currently authorized, according to data from the national register of higher education courses and institutions (e-MEC2020) . However, distrust based on discourses that state close/in-person contact with students/professors as an essential condition, particularly in the field of teaching motor skills in the context of training physical education professionals, has motivated several questions, especially regarding the process. distance teaching and learning. In this context, the investigative process was outlined, composing social research applied in articulation with exploratory studies, with the objective of understanding what are the pedagogical mediation proposals used in contexts of MSM acquisition in distance PE courses in Brazil. To achieve the objective of the investigation, the qualitative research approach proved to be adequate, when it enabled the understanding or interpretation of results obtained through methodological procedures of scientific investigation, from an interpretive approach according to Denzin and Lincon (2006). Among the steps defined for the investigation, there is an interpretative analysis of documentary studies, conducting the Systematic Review (SR) process and collecting data in the context of the IPES that offer distance learning PE courses. As a result, there is an interpretative analysis of pedagogical projects with a focus on the theoretical and practical relationship, conceptions or methods of pedagogical or technological mediation and processes for the acquisition of Sensory-Motor Skills (HSM) within the scope of distance PE courses. Through the RS conduction, it is possible to understand the pedagogical or technological mediation and methods oriented to the acquisition of MSM in on-site or distance courses based on the analysis of scientific works, according to the RS protocol. In the end, results of a survey in institutions (data survey), made evident the understanding that distance PE courses, although in full expansion, need face-to-face moments for the completeness of their offer, as well as the need to improve strategies oriented towards pedagogical or technological mediation, especially in the context of sensory motor skills acquisition processes.