Educação em tempo de pós-modernidade: proposta dialógico problematizadora a partir de atividades interdisciplinares nas aulas de Educação Física

Abstract

In the current context, the Postmodern scenario, characterized by the contestation of social, political and scientific discourses, contributes decisively to the apathy and lack of engagement of students in relation to Physical Education classes and, in parallel, to Science classes. This dissertation sought to re-signify the pedagogical practice for the teaching of Physical Education in the final years of elementary school in a school of the Municipal Education Network (RME) in Curitiba and its main objective was to demonstrate the transformations and receptions caused in the motivation and engagement of students. Students in Physical Education classes, by relating the discipline to the Science content, in a dialogic-problematic and interdisciplinary perspective, mediated by Digital Information and Communication Technologies (TDIC), based on the Three Pedagogical Moments (3MP), from the problematization of the context of the student’s primary culture, in a Post-modern scenario, characterized by scientific denialism. This study is justified in the theoretical field for presenting an advance in the research on the subject, for the originality presented and for filling the existing gap in the school methodological field. In the practical field, it is justified for contributing to education, presenting the interdisciplinary approach as an innovative methodological approach, combined with problematizing dialogicity and the use of TDIC, providing new learning opportunities. The research is considered a qualitative regarding its method, applied regarding its nature, exploratory regarding its purpose, and regarding the methodological design, it presents characteristics of the bibliographic research and the case study. For probing the theoretical framework, a bibliometric survey was carried out in different databases and instruments such as questionnaires, interviews, audio and video recordings, and logbooks were used as a source of textual and discursive data. The discursive textual analysis of the collected instruments was carried out, revealing that an innovative methodology, supported by a dialogic-problematic and interdisciplinary approach, mediated by TDIC, favor motivation and engagement in Physical Education classes.