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As perspectivas dos professores universitários e investigadores portugueses sobre o tema literacia física : um estudo qualitativo
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A literacia física (LF) é fundamental para a saúde e os estilos de vida dos indivíduos, englobando a sua capacidade de se mover de maneira competente e confiante. A LF não se limita apenas a habilidades motoras, mas também à apreciação do movimento e da atividade física no cotidiano. A UNESCO destaca a LF como principal outcome de um ensino de qualidade na educação física. Além da educação, este conceito é relevante no desporto e na saúde, ganhando destaque recentemente no contexto internacional e em Portugal, por influência sobretudo do meio académico. Para entender melhor a LF, é crucial explorar as perspectivas dos especialistas que se têm dedicado a este tema, elucidando as suas definições e a razão pela qual a LF ainda é pouco abordada em universidades e escolas. Este estudo qualitativo analisou a visão de cinco professores/investigadores sobre a LF, identificando perspectivas, relevância, potencialidades e dificuldades sobre o tema e apontando se houve iniciativas na formação inicial de professores para integrar e promover a LF. As entrevistas semiestruturadas, realizadas via Zoom, incluíram docentes doutorados vinculados a instituições de ensino superior em Portugal e com pelos menos um trabalho científico publicado sobre a LF. Cada entrevista durou cerca de 60 minutos e o seu conteúdo foi gravado em áudio e, posteriormente, transcrito. A análise dos dados foi indutiva, alinhada às etapas da análise de conteúdo. Entre os resultados, percebe-se que a maior parte dos entrevistados reconhecem a LF como um constructo abrangente, com dimensões emocionais, cognitivas e sociais, conforme definido por Whitehead (2001) e reforçado pelo modelo australiano (Australian Government, 2017). Nos seus discursos, valorizaram aspectos filosóficos e motivacionais e competências físicas e holísticas associadas ao conceito de LF. Embora reconheçam a importância da LF na educação, na saúde e no desporto, destacam que sua implementação em Portugal está numa fase inicial, com uma lacuna entre teoria e prática. Alguns professores relataram dificuldades na difusão do tema entre seus alunos e colegas, apontando para a necessidade de melhor comunicação e divulgação do conceito e das várias dimensões da LF. Eles concordam que a LF é ainda pouco explorada e que não existem muitas iniciativas para propagá-la em diferentes faixas etárias. Por fim, os entrevistados referem que ainda há um longo caminho a percorrer para transformar a forma como a LF é percebida.
Physical literacy (PL) is fundamental to individuals' health and lifestyles, encompassing their ability to move competently and confidently. PL is not limited to motor skills but also includes the appreciation of movement and physical activity in daily life. UNESCO highlights PL as a key outcome of quality physical education. Beyond education, this concept is also relevant in sports and health, recently gaining prominence in international context and Portugal, mainly influenced by academic environment. To better understand PL, it is crucial to explore specialists' perspectives dedicated to this topic, elucidating their definitions and the reasons why PL is still seldom discussed in universities and schools. This qualitative study analyzed the views of five teachers/researchers on PL, identifying perspectives, relevance, potentialities and challenges related to the topic, and examining whether there have been initiatives in initial teacher training to integrate and promote PL. The semi-structured interviews, conducted via Zoom, included PhD professors affiliated with higher education institutions in Portugal, all of whom had at least one scientific work published on PL. Each interview lasted approximately 60 minutes, and the content was audio-recorded and later transcribed. Data analysis was inductive, following the stages of content analysis. The results indicate that most interviewees recognize PL as a comprehensive construct, with emotional, cognitive and social dimensions, as defined by Whitehead (2001) and reinforced by the Australian model (Australian Government, 2017). In their discourse, they valued the philosophical and motivational aspects, as well as the physical and holistic competencies associated with the concept of PL. Although they acknowledge the importance of PL in education, health and sports, they emphasize that its implementation in Portugal is still in its early stages, with a gap between theory and practice. Some teachers reported difficulties in disseminating the topic among their students and colleagues, pointing to the need for better communication and dissemination of the various dimensions of PL. They agree that PL is underexplored and that there are few initiatives to promote it across different age groups. Finally, the interviewees mentioned that there is still a long way to go to transform how PL is perceived.
Physical literacy (PL) is fundamental to individuals' health and lifestyles, encompassing their ability to move competently and confidently. PL is not limited to motor skills but also includes the appreciation of movement and physical activity in daily life. UNESCO highlights PL as a key outcome of quality physical education. Beyond education, this concept is also relevant in sports and health, recently gaining prominence in international context and Portugal, mainly influenced by academic environment. To better understand PL, it is crucial to explore specialists' perspectives dedicated to this topic, elucidating their definitions and the reasons why PL is still seldom discussed in universities and schools. This qualitative study analyzed the views of five teachers/researchers on PL, identifying perspectives, relevance, potentialities and challenges related to the topic, and examining whether there have been initiatives in initial teacher training to integrate and promote PL. The semi-structured interviews, conducted via Zoom, included PhD professors affiliated with higher education institutions in Portugal, all of whom had at least one scientific work published on PL. Each interview lasted approximately 60 minutes, and the content was audio-recorded and later transcribed. Data analysis was inductive, following the stages of content analysis. The results indicate that most interviewees recognize PL as a comprehensive construct, with emotional, cognitive and social dimensions, as defined by Whitehead (2001) and reinforced by the Australian model (Australian Government, 2017). In their discourse, they valued the philosophical and motivational aspects, as well as the physical and holistic competencies associated with the concept of PL. Although they acknowledge the importance of PL in education, health and sports, they emphasize that its implementation in Portugal is still in its early stages, with a gap between theory and practice. Some teachers reported difficulties in disseminating the topic among their students and colleagues, pointing to the need for better communication and dissemination of the various dimensions of PL. They agree that PL is underexplored and that there are few initiatives to promote it across different age groups. Finally, the interviewees mentioned that there is still a long way to go to transform how PL is perceived.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade em Inovação em Educação), 2025, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Literacia física Atividade física Vida ativa Saúde pública Perspectivas dos professores Dissertações de mestrado - 2025