DIGITAL TECHNOLOGIES AND ACTIVE METHODOLOGIES: AN ANALYSIS OF PHYSICAL EDUCATION TEACHING IN THE LAST FIVE YEARS

Abstract

Over the past five years, the dynamics of teaching and learning have changed significantly, driven by both technological advances and changes in pedagogical approaches. In this context, it is important to highlight that the integration of these technologies and methodologies is also part of the Physical Education field of knowledge, representing a fertile field for research, due to its potential to enrich the educational experience and meet the needs of an increasingly digitally connected student body. In this regard, the inclusion of digital technologies and the implementation of active methodologies in the teaching of Physical Education have emerged as important themes in the contemporary educational scenario. This research is based on the premise that modern education requires an approach that goes beyond traditional teaching methods, adapting to new technological and pedagogical realities. The justification for this research is supported by several theoretical sources. According to Andrade Junior, Souza and Silva (2019), active methodologies represent an innovative response to contemporary educational needs, promoting more participatory and student-centered learning. Furthermore, the integration of digital technologies into teaching, as discussed by Arruda, Castro Filho, Siqueira, and Hitzschky (2019), can transform teaching practices, making them more dynamic and adaptable to the diverse ways students learn. This view is corroborated by Baumann, Fofonca, and Carneiro (2018), who highlight how digital technologies can foster student autonomy and induce new pedagogical practices.

The relevance of this study is also emphasized by the need to understand the challenges that accompany the adoption of these technologies and methodologies. As Bacich and Moran (2018) argue, while digital technologies offer unprecedented opportunities for enriching the educational process, they also bring unique challenges, especially regarding their effective implementation and the development of digital competencies for both educators and students.

In this context, the adoption of active methodologies in educational environments has been associated with an improvement in teaching quality and student satisfaction, as indicated by Bender (2014). This transformation in the learning environment is important to maintain the relevance and effectiveness of Physical Education teaching today, characterized by rapid technological and social changes.

These changes meet the need to adapt teaching to an increasingly digitalized and interconnected society. According to Baumann, Fofonca and Carneiro (2018), digital technologies not only provide new forms of engagement and learning, but also reflect socially, as this is where interactions and new forms of communication occur in the contemporary world. Thus, by integrating technologies into Physical Education teaching, students are prepared to navigate a social environment that is constantly evolving and becoming increasingly digital.

According to Bacich and Moran (2018), the adoption of active methodologies in teaching is of utmost importance to develop essential skills in the 21st century, such as critical thinking, creativity, collaboration and communication. These skills are vital not only in the educational context, but also in the social and professional lives of students.

Another important dimension of this social justification is the promotion of inclusion and accessibility in education. As highlighted by Corrêa, Taniguti and Ferreira (2021), digital technologies, when used strategically, can make education more accessible to a diverse range of students, including those with specific needs. This is particularly relevant in Physical Education, where inclusion is a fundamental aspect. The need for an educational approach that responds to social demands is also emphasized by Freire (1996), who argues in favor of educational practices that enable students to act critically in their social reality. The integration of active methodologies and digital technologies in Physical Education teaching meets this vision, preparing students to be active and informed citizens in a world increasingly dominated by technology. The central problem of this research is to investigate what are the potentialities and challenges in adopting active methodologies supported by digital technologies in Physical Education classes. This question arises in the context of a growing intersection between education and technology, seeking to understand how this convergence can be optimized to enrich the teaching-learning process in a field as dynamic as Physical Education.

The general objective is to analyze the potentialities and challenges of active methodologies with the use of digital technologies in Physical Education classes, with the following specific objectives: to identify the benefits and mechanisms to support learning provided by the integration of digital technologies and active methodologies; to examine the pedagogical strategies that digital technologies offer to the teaching of Physical Education; to experience a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis to strategically plan decisions related to the implementation of digital technologies and active methodologies in Physical Education classes.

The methodology adopted for this research will be a bibliographic review, according to the guidelines established by Gil (1990) and Marconi and Lakatos (2003). This approach will be complemented by a SWOT analysis, in accordance with Silva, Silva, Barbosa, Henrique and Baptista (s.d.), allowing a strategic evaluation of the potentialities and challenges identified. The research will be based on a consultation of relevant databases, such as the CAPES Journal Portal, Google Scholar and SciELO, focusing on publications from the last five years related to the relevant keywords such as ‘active methodologies in physical education’, ‘digital technology in teaching’ and ‘pedagogical innovation in physical education’.

This work is structured in different sections. The introduction presents a contextualization of the topic addressed. Chapter 2, entitled ‘Digital Technologies and Active Methodologies: Benefits and Support Mechanisms for Learning Physical Education’, explores the concepts of digital technology and active methodology, analyzing the benefits and support mechanisms that these approaches offer to Physical Education.

The third section focuses on the ‘Pedagogical Strategies that Digital Technologies Offer to Teaching Physical Education’. It begins with an overview of Physical Education, followed by a discussion of the legal guidelines that guide its teaching, and culminates with an examination of the pedagogical strategies relevant to this discipline.

Next, a SWOT (Strengths, Weaknesses, Opportunities, Threats) Analysis is performed for Physical Education classes. This section begins with an explanation of the SWOT analysis experience, followed by a strategic assessment for planning related to the implementation of digital technologies and active methodologies.

Finally, the Final Considerations gather reflections and conclusions derived from the research, emphasizing key findings and implications for educational practice. The conclusion is followed by the Bibliographic References, which document all the sources used to theoretically and methodologically support the study.