A realidade virtual nas aulas de educação física escolar: das situações limites ao inédito viável

Abstract

Educational technologies have seen significant advancements in recent years, with their incorporation being regulated in 2018 in the National Common Curricular Base in Brazil. However, various reasons underlie the challenges and limitations to the democratization and critical, sustainable appropriation of these technologies, particularly in public schools in Brazil. Given this scenario, this study aimed to investigate the limitations and possibilities in the incorporation of activities using virtual reality glasses in school Physical Education classes. Participants in this research were first-grade students from a municipal school in the city of Franca, São Paulo. The methodological procedures included the development of a didactic unit consisting of eight lessons focused on the use of virtual reality glasses (VR Box) as an intervention, through electronic games in mobile applications. Data collection involved class journals and recordings. Class journals were compiled after each lesson to record the main events that occurred during the classes. To better analyze the events, all classes were recorded via video to identify any bodily manifestations that journals and audio recordings alone might not capture. Data analysis from class journals and recordings was conducted qualitatively, drawing upon Freireanos concepts of limit-situations and feasible novelties. At the end of the study limitations, and possibilities of using virtual reality glasses in Physical Education classes were identified through participants' reports and other events during the classes. At the end, aiming to disseminate the entire research journey and the results we achieved, we developed an animation in the "Draw my life" style as an educational product derived from this dissertation.