Os conteúdos escolares das disciplinas de história e ciências e suas relações com a organização curricular da Educação Física na escola
The purpose of this study was to investigate the relations between the contents of History and Science and Physical Education (PE) at school. Therefore, an effort was made to set principles to establish the sequence of contents for the 6t h to 9t h grades, and at the same time assuring the integration of PE to the school's political pedagogical proposal. The results demonstrate that those documents present a set of knowledge that offers possibilities to systematize the PE contents at school and show that the participation of PE teachers and their knowledge about books adopted is essential to build the political pedagogical proposal. Moreover, teachers from other disciplines should be aware of Physical Education specific knowledge and its value to school projects. This approach could lead to reflections on how to organize the contents while taking advantage of this work.
A sistematização dos conteúdos da educação física na escola: a perspectiva dos professores experientes
Os professores de Educacao Fisica tem restringido seu trabalho aos esportes tradicionais, que sao transmitidos superficialmente, e em geral distribuidos sem nenhuma sistematizacao. O objetivo deste estudo foi investigar como professores experientes sistematizam os conteudos da Educacao Fisica nas aulas que ministram de 5a a 8a series do ensino fundamental, sendo que, para tal, foi realizada uma pesquisa qualitativa. As informacoes foram obtidas atraves da revisao bibliografica e de entrevista semi-estruturada, orientada por um roteiro de questoes, com 6 professores de Educacao Fisica experientes. Os professores sistematizam os conteudos ao longo do ano atraves dos bimestres, com um esporte coletivo como conteudo principal, e outros conteudos dispostos paralelamente durante o ano, no caso, os jogos e outros esportes, mas nao ha mudancas ao longo do ciclo de escolaridade. O principal criterio e a dificuldade do conteudo do ponto de vista procedimental, o que e mais dificil de ser executado tende a ficar no fim do ano. Entendemos que ensinar determinado conteudo ou determinada pratica em diferentes series escolares exige que se utilizem tratamentos diferentes, tanto em termos de aprofundamento dos conhecimentos como em termos metodologicos.
Science fairs as learning tool for teaching excellence
Science fairs are usually considered to be a pedagogical and cultural activity that involves the students actively. Gifted students need challenges to further develop their skills while maintaining the motivation level. Science fairs may provide the informal environment that will request and allow these students of excellence to challenge themselves by developing a scientific research project. Despite being well known in different countries, in Portugal first steps are being made on the use and implementation of science fairs as effective pedagogical tool. In this work, we will present a 4 years study that was developed on a Portuguese school with the main goal of evaluating the advantages of this informal way of teaching. The study includes an analysis of the evolution of the students’ knowledge that have participated, or visited, the different science fairs. Some advices for the implementation of these projects will be given. The motivation of the students was monitored as well as the knowledge and skills effectively improved by this activity.