Tecnologias digitais como recurso didático- pedagógico nas aulas de educação física na educação básica: um estado do conhecimento

Abstract

The present work seeks to identify how digital technologies as a pedagogical-didatic resource in Physical Education classes in basic education have been appearing in scientific production, made available on the BDTD and CAPES repository in the 2012-2022 period, considering the implications that their uses and appropriations bring for students’ body culture. To achieve this objective we opted of a Knowledge State type research (Romanowski; Ens, 2006), through a systematic review using the PICO protocol in conjunction with Boolean operators (AND and OR) to construct the search strings (Pai et al., 2004; Abrantes; Travassos, 2007). This process had resulted in a corpus of 24 texts, including theses and dissertations. From the analysis of this corpus was identified the institution with the largest number of works, the authors and the works most cited in references and in texts body were inferred. These elements demonstrate a significant presence in the productions found on the relationship between media and education. Three main points were also inferred, defined as: contributions, challenges and indications for the use of digital technologies in Physical Education. The concepts of technology most present in the texts oscillate between deterministic and instrumental views, based on an abstract understanding (Pinto, 2005; Peixoto, 2016, 2021, 2023). Indeed, it is clear that the implications of the uses of digital technologies for the body culture of basic education students still require greater depth studies that consider digital technologies as “praxis” (Vasquez, 1977) and pedagogical-didatic practices in the field of Physical Education.