Pedagogia da aprendizagem não linear: tem impacto na educação física do ensino fundamental?
DOI:
https://doi.org/10.47197/retos.v48.97760Palavras-chave:
Elementary school, Nonlinear pedagogy, Physical educationResumo
Abstrato. A pedagogia não linear tem o potencial de ser uma estratégia eficaz para o ensino e o estudo da educação física no ensino fundamental, de forma que possibilite aos alunos o desenvolvimento de suas habilidades. Este estudo tem como objetivo determinar se há um efeito da prontidão do professor de educação física na implementação da aprendizagem de pedagogia não linear na Indonésia, Malásia e Filipinas. Este estudo utilizou um método experimental com um projeto pré-teste-pós-teste de um grupo. Os participantes da pesquisa eram professores de educação física em escolas primárias na Indonésia, Malásia e Filipinas (n = 90). A pesquisa on-line de 40 perguntas com um nível de validade de 0,74 e um nível de confiabilidade de 0,80 é usada para avaliar a preparação do professor para a implementação da aprendizagem não linear. Com o auxílio de uma revisão da literatura, foram coletados dados secundários. Os resultados do teste t de amostras pareadas revelaram que 0,05 > 0,000, indicando que a variância dos dados era a mesma. O resultado da significância indica que 0,000 < 0,05 (intervalo de confiança = 99%) ao observar as variâncias iguais assumidas, o que significa que H0 é rejeitada. De acordo com os dados, há 25 professores ou 27,8% que estão preparados para realizar a aprendizagem da pedagogia não linear, 42 professores ou 46,7% não estão preparados e 23 professores ou 25,5% estão despreparados. A aprendizagem da pedagogia não linear tem efeito sobre a prontidão dos professores de educação física nos três países. O efeito pretendido é demonstrar que os professores de EF não estão preparados para utilizar a pedagogia não linear em suas aulas. A recomendação da descoberta é que os professores precisam de treinamento em pedagogia não linear e suporte adequado para ter sucesso no aprendizado de pedagogia não linear.
Palavras-chave: Ensino fundamental, Pedagogia não linear, Educação física.
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