Múltiplas linguagens e TDICS no ensino da educação física escolar em contexto socioeducacional precarizado

Abstract

Multiple languages refer to the various ways of teaching and learning, which promote expression and communication, allowing students to share their thoughts, experiences and sensations with the group, playing an active role in the construction of their knowledge. The objective of this study was to understand the contributions of the theory of multiple languages in the teaching-learning process of school Physical Education, in a socio-educational context that is seen as precarious. In this scenario, the teacher faces challenges related to the lack of physical structure and pedagogical materials to teach the subject, at the same time that students experience a social reality marked by inequalities. To carry out the research, the qualitative research method, of the participant observation type, was used. The research was carried out in 8 classes with the object of knowledge gymnastics for all. The participating group consisted of 20 students from the 4th grade of elementary school in a state school, located in the neighborhood of Jacintinho, Maceió, Alagoas. Data collection was carried out through field diaries, and recorded in photos and videos. For the analysis, the collected data were organized in the form of an experience report, with emphasis on aspects that were established a priori. Subsequently, there was a dialogue between these data and the literature and knowledge on the subject. As a result, it was noticed that the mobilization of multiple languages associated with the tools and materials of digital information and communication technologies had significant contributions in the teaching-learning process of school Physical Education. Among them, they made classes more dynamic and participatory, strengthened social coexistence and communication among students, generated possibilities of expression, enabled the understanding of issues about the functioning of their bodies, the understanding of technological resources as a source of knowledge and research, in addition to enabling students to relate the content studied with their social reality. In this way, becoming a valuable resource for the Physical Education teacher to offer an effective and meaningful teaching, overcoming the barriers found in the socio-educational context. The survey also highlighted the need for public policies aimed at improving living conditions in peripheral communities and in public education.