Integrando recursos educacionais digitais nas aulas de educação física : possibilidades pedagógicas para atingir os objetivos de aprendizagem

Abstract

The research developed in this dissertation investigates the integration of digital educational resources in Physical Education classes in the context of the contemporary digital era, since technological innovations reshape everyday life and educational processes. Recognizing that the mere technical adoption of these technologies is insufficient, the research emphasizes the need for a didactic- pedagogical approach that encompasses both pedagogical and technical knowledge. The study was motivated by questions that arose during the D01 discipline of the Professional Master's Degree in Physical Education in the National Network - ProEF, and aims to explore how digital educational resources can be effectively integrated into Physical Education classes, especially to serve digital natives. The general objective of the research is to integrate digital educational resources into Physical Education classes, in a class of the final years of elementary school, expanding teaching and learning strategies, with a view to the production of knowledge by students. Specifically, the research proposes didactic strategies using digital resources, experiments with educational possibilities to develop the thematic unit of gymnastics and analyzes the relationship between the use of digital resources and the production of knowledge by students. The theoretical framework of this research addresses technological transformations, the contributions of media education to education, digital educational resources, changes in education due to COVID-19, and the implementation of digital educational resources in schools: challenges and opportunities. The methodology adopted combines the qualitative approach proposed by Minayo (2007) and action research, based on Thiollent (2011), Gil (1999), and Severino (2007). The research was carried out in a state public school in São José do Rio Claro, MT, with a 9th grade class. The data were produced through two questionnaires (diagnostic and exit) and field diary entries during the application of the didactic sequence. By analyzing the data, it was possible to identify an increase in student participation in classes and greater engagement, protagonism, motivation, critical thinking, and teamwork in the proposed activities. We also understand that students need to learn to use technologies critically, developing a digital culture that promotes not only conscious use, but also creative skills and digital citizenship.