THE "FUN" IN THE TEACHING-LEARNING PROCESS OF ARTISTIC GYMNASTICS FOR YOUNG ADULTS

Historically, Artistic Gymnastics has its origin in the German gymnastics method (SOARES, 2001), carrying a militarist character. Thus, as a consequence, many times the success of contemporary gymnastics practices is still guided exclusively by the need for order, by a directive and individualistic teaching. In view of this, this study presents an experience report on the systematization and application of teaching-learning methodologies to work on “fun”, one of the 4 F's (fun, fitness, fundamentals, friendship) proposed by Russell and Kinsman (1986) and adopted by the International Gymnastics Federation (FIG), in Artistic Gymnastics, bringing a new look to these traditional patterns for young adult practitioners. The aim is to identify the possibilities and potentialities of the pedagogical work in Artistic Gymnastics articulating "fun" through playful dynamics, providing new teaching methodologies and adaptations according to the age of the practitioners. For this, the descriptive method was used, as an experience report of a student of the discipline of Emerging Themes in Sports I - Artistic Gymnastics, from the Physical Education course at the Federal University of Paraná. During the classes, in an intercalated manner, the theatrical interpretation was used as a teaching tool to emphasize the more directive activities and, later, the use of ludic to highlight the non-directive activities, thus creating a contrast between the two approaches. After these experiences, the professor encourages students, through questions, to critically reflect about other forms of teaching and if it was possible to achieve results. During the course of the discipline, it was possible to envision and experience other possibilities to learn the modality effectively, going beyond traditional and directive methods. The playful activities allowed the students to learn the contents of Artistic Gymnastics in a fun way, besides working on the interaction and cooperation in the class. In this context, it was observed that the participants presented good adherence to the practice and reported that in non-directive activities they reached the same, or even better results compared to the directive activities. Taking into consideration these aspects presented, it is fundamental to reflect about other forms of teaching-learning. In this regard, the effectiveness of associating "fun" in Artistic Gymnastics classes is seen, because, just like other elements, playfulness is essential in the classes and proved to be a means for a greater engagement of the participants in the practice. Furthermore, it is essential not only to consider the activity as playful and recreational, but also as a teaching proposal, requiring pedagogical and intentional planning.