Práticas pedagógicas digitais de professores(as)-pesquisadores(as) egressos(as) do Programa de Mestrado Profissional em Educação Física em Rede Nacional

Abstract

The use of electronic devices that permeate the globalized landscape is characteristic of a transformation in knowledge brought about by the implementation of human-made digital technologies. In school physical education classes, Digital Information and Communication Technologies (DICTs) play an educational role in the teaching and learning process by integrating physical movement with the digital environment. The overall objective of the study was to understand how teacher-researchers who are graduates of the ProEF program integrate digital technologies, recognizing their intersections with the field of media education as they reflect on their pedagogical practice in school physical education. The study adopted a qualitative, exploratory approach that incorporated field research, with a theoretical-empirical investigation. The study outlined the state of the art as a method for reviewing the literature of the dissertations produced in the ProEF program. Of the 358 dissertations identified, 22 were analyzed because they focused on digital technologies as the subject of their research. The selection of faculty researchers was based on an analysis of ProEF’s publications on the topic, with the participation of six faculty members. Data collection was conducted through a semi-structured interview on a digital platform using photoelicitation as a method. Data analysis was conducted using content analysis, resulting in the identification of four analytical categories: the technological, critical, productive, and intercultural dimensions of digital pedagogical practices and the possibilities for their application to the context of bodily experience; the integration of digital technologies into the pedagogical process of teaching, learning, and student development; teacher training in the pursuit of the adoption of digital technologies in school physical education; challenges and opportunities of digital technologies in the pedagogical environment. The results indicated that digital teaching practices differ in their pedagogical approach due to pedagogical intentions rooted in media education and the diverse educational contexts in which they are applied. Another finding is that digital technologies are used to support the teaching and learning process, with the aim of fostering the development of ethical, responsible individuals and citizens. The main challenges schools face in using technology are related to limited digital resources, inadequate infrastructure, and poor internet access. As an educational resource, a comic book was developed based on the transcript of an interview with a professor and researcher who graduated from ProEF; the interview focused on the use of video games in his teaching practice. It was concluded that most of the digital teaching practices developed by teacher-researchers are based on educating with, about, and through media, guiding student learning toward a critical and emancipatory perspective.