Educação física: avaliação dos estilos de ensino durante as aulas na educação infantil e ensino fundamental - anos iniciais

Abstract

The Spectrum of Teaching Styles proposed by Mosston offers different pedagogical approaches based on the levels of decision-making assigned to teachers and students, directly influencing the teaching and learning process in school Physical Education. Considering the importance of understanding and evaluating these styles in teaching practice, this study aimed to translate, cross-culturally adapt, and apply the Instrument for Identifying Teaching Styles (IFITS), developed by Hasty, to analyze teaching styles in Brazilian school Physical Education. This quantitative research was conducted through stages of translation, synthesis, evaluation by experts and target audience, back-translation, and a pilot study. In the final stage, the instrument was applied in Physical Education classes in a municipality in southern Minas Gerais, Brazil, whose sessions were recorded and analyzed through systematic observation, identifying teaching styles at regular intervals throughout the lessons. The results demonstrated the applicability of the instrument in the Brazilian context and revealed a predominance of teacher-centered styles, with lower frequency of productive and student-centered styles, as well as a significant presence of classroom management moments. It is concluded that the adapted version of the IFITS proved suitable for evaluating pedagogical practice in school Physical Education, constituting a valid tool for research and for reflection on teaching, contributing to the expansion of teachers’ methodological repertoire and the improvement of lesson quality. Furthermore, the educational product of this study is the IFITS instrument itself, translated and adapted to the Brazilian context.