Os princípios metodológicos da educação física escolar no ensino do esporte da escola: o caso do minivoleibol

Abstract

This study investigated the teaching of school sports in the final years of elementary school, with an emphasis on applying the methodological principles of school Physical Education. It is a qualitative, action-research study. The central research question guiding the investigation was: How can a pedagogical progression for teaching from minivolleyball to volleyball in the final years of elementary school be built and implemented based on the methodological principles of school Physical Education? The general objective was to build and implement such a pedagogical progression. The research was conducted at Colégio Estadual Mendes Gonçalves, located in the municipality of Guaíra-PR, with the participation of 29 sixth-grade students. A pedagogical progression from minivolleyball to volleyball was developed and implemented, grounded in the methodological principles of school Physical Education. Data collection was carried out through focus group interviews and field diary records within the context of action research. Data analysis followed the Reflective Thematic Analysis proposed by Braun and Clarke (2006), which unfolds in six phases: (1) familiarization with the data; (2) generation of initial codes; (3) search for themes; (4) theme review; (5) theme definition and naming; and (6) production of the analytical report. The analysis started from eleven pre-established themes, corresponding to the methodological principles of school Physical Education as described by Batista and Moura (2019): interaction, contextualization, content dimensions, valuing students’ experiences, diversity of experiences, problematization, autonomy and creativity, playfulness, understanding and skill transfer, structural modification of content, and use of technological resources. The results showed that these principles contributed to the design and pedagogical conduct of the classes and enriched the teaching-learning process. A pleasant and humanized educational environment was created, emphasizing tactical learning over technical execution and promoting social skills essential for students’ holistic development. At the end of the analysis, two new themes emerged: “circle time” and “life skills.” The latter stood out as particularly relevant, playing a central role in building a learning environment in which students assumed a leading role in constructing knowledge throughout the implementation of the pedagogical progression.