Submitted by PPG Pediatria e Sa?de da Crian?a (pediatria-pg@pucrs.br) on 2018-08-30T19:16:33Z No. of bitstreams: 1 DISSERTA??O Gabi Sabino 06FEV_.pdf: 1617758 bytes, checksum: 39ce4905f97356a47c068acdadc8690f (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-08-31T13:28:07Z (GMT) No. of bitstreams: 1 DISSERTA??O Gabi Sabino 06FEV_.pdf: 1617758 bytes, checksum: 39ce4905f97356a47c068acdadc8690f (MD5) / Made available in DSpace on 2018-08-31T13:41:55Z (GMT). No. of bitstreams: 1 DISSERTA??O Gabi Sabino 06FEV_.pdf: 1617758 bytes, checksum: 39ce4905f97356a47c068acdadc8690f (MD5) Previous issue date: 2018-03-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / INTRODUCTION: Cystic fibrosis (CF) is an autosomal recessive genetic disease with chronic inheritance and systemic manifestations that compromises the normal function of several organs and systems, including the respiratory system. Thus, the progression of lung disease is still the factor of greater morbidity, leading to the reduction of exercise capacity. OBJECTIVES: To evaluate the physical and muscular performance of individuals with cystic fibrosis. METHODS: This is an observational cross-sectional study performed at a cystic fibrosis center. The sample was selected by convenience, including patients with clinical diagnosis of CF (sweat test and/or genetic evaluation) of both genders and aged ? 6 years. Patients were referred to perform the cardiopulmonary exercise test (CPET). In addition, demographic data (age and sex), anthropometric data (weight, height and BMI), pulmonary function (spirometry), genetic mutation and clinical information (pancreatic insufficiency and chronic colonization by Pseudomonas aeruginosa) were collected. At the end of the visit, the peripheral muscle strength test and the physical activity questionnaire were performed. Finally, the total number of days of antibiotic use (oral and intravenous) was recorded in the period of one year following CPET evaluation. RESULTS: Thirty-five patients with CF were evaluated. In general, pulmonary function data (% of predicted) were within the limits of normality, obtaining a mean of 83.1 for the forced expiratory volume in the first second (FEV1) and 90.4 for the forced vital capacity (FVC). Only 15 and 10 subjects presented FEV1 and FVC scores below normal, respectively. Regarding CPET, the mean maximum oxygen consumption (VO2max) (%) in the anaerobic threshold was 67.3, heart rate (bpm) was 154.3 and maximum ventilation (L/min) was 30.8. At peak exercise, we found a mean HRmax (% predicted maximum) of 90.2, a respiratory exchange coefficient of 1.1 and VO2max (% predicted) of 102.3, indicating the performance of a maximum test. Only 5 participants presented VO2max results below normal. No subjects had desaturation during and/or after the test. In the evaluation of the peripheral muscle strength (Kgf), we found an average around 20, for both biceps and quadriceps isometric strength. Regarding the physical activity questionnaire, we found habitual levels below recommended, obtaining a median of 30 and 102.5 minutes for moderate and vigorous activities, respectively. Of these, 10/24 were classified as inactive through this instrument. Although there were no correlations between FEV1 (p=0.063) and the use of antibiotic therapy with VO2max at peak exercise, there were weak and significant correlations of FVC with VO2max. Similarly, although there were no VO2max correlations at peak exercise with peripheral muscle strength data, we found moderate and significant correlations of VO2 at the anaerobic threshold with biceps and quadriceps isometric strength. No correlation was found between this variable and the strength of the hamstrings. Finally, subjects with a higher ventilatory reserve and lower resting heart rate did not require the use of antibiotics (ATB) one year after CPET. There was no significant differences FEV1 data were compared. CONCLUSION: The findings of the study demonstrated significant correlations of VO2 at the anaerobic threshold with peripheral muscle strength, showing that the higher the level of physical conditioning, the greater the results of peripheral muscle strength. It was also found that after one year of the proposed evaluations, those who had lower resting heart rate and greater ventilatory reserve in CPET did not require antibiotic therapy. / INTRODU??O: A fibrose c?stica (FC) ? uma doen?a gen?tica, de heran?a autoss?mica recessiva, com manifesta??es sist?micas que comprometem a fun??o normal de diversos ?rg?os e sistemas, dentre eles o respirat?rio. Assim, a progress?o da doen?a pulmonar ainda ? o fator de maior morbidade, levando ? redu??o da capacidade de exerc?cio. OBJETIVOS: Avaliar o desempenho f?sico e muscular de indiv?duos com fibrose c?stica. METODOS: Trata-se de um estudo observacional, do tipo transversal, realizado em um centro de fibrose c?stica. A amostra foi selecionada por conveni?ncia, incluindo pacientes com diagn?stico cl?nico de FC (teste do suor e/ou avalia??o gen?tica), de ambos os sexos e com idade ? 6 anos. Os pacientes foram encaminhados para realizar o teste de exerc?cio cardiopulmonar (TECP). Ainda, foram coletados os dados demogr?ficos (idade e sexo), antropom?tricos (peso, altura e IMC), de fun??o pulmonar (espirometria), gen?ticos (muta??o gen?tica) e as informa??es cl?nicas (insufici?ncia pancre?tica e coloniza??o cr?nica por Pseudomonas aeruginosa). No final da consulta, foram realizados o teste de for?a muscular perif?rica e o question?rio de atividade f?sica. Por fim, foi registrado o total de dias de uso de antibi?ticos (oral e endovenoso) no per?odo de um ano subsequente ? avalia??o do TECP. RESULTADOS: Foram avaliados 35 pacientes com diagn?stico de FC. De maneira geral, os dados de fun??o pulmonar (% do previsto) encontraram-se dentro dos limites da normalidade, obtendo-se uma m?dia de 83,1 de volume expirat?rio for?ado no primeiro segundo (VEF1) e de 90,4 de capacidade vital for?ada (CVF). Somente 15 e 10 sujeitos apresentaram resultados de VEF1 e CVF abaixo da normalidade, respectivamente. Quanto ao TECP, a m?dia do consumo m?ximo de oxig?nio (VO2m?x) (%) no limiar anaer?bio foi de 67,3, da frequ?ncia card?aca (bpm) de 154,3 e da ventila??o m?xima (L/min) de 30,8. No pico do exerc?cio, encontrou-se uma m?dia de 90,2 de FCm?x (% da m?xima prevista), de 1,1 para o coeficiente de troca respirat?ria e de 102,3 para o VO2m?x (% do previsto), indicando ser um teste de desempenho m?ximo. Apenas 5 participantes apresentaram resultados de VO2m?x abaixo da normalidade. Nenhum sujeito apresentou dessatura??o durante e/ou ap?s a realiza??o do teste. Na avalia??o da for?a muscular perif?rica (Kgf), encontrou-se uma m?dia em torno dos 20, tanto para a for?a isom?trica do b?ceps, quanto do quadr?ceps. J? quanto ao question?rio de atividade f?sica, foram encontrados n?veis habituais abaixo do recomendado, obtendo-se uma mediana de 30 e de 102,5 minutos para atividades moderadas e vigorosas, respectivamente. Destes, 10/24 foram classificados como inativos atrav?s desse instrumento. Embora n?o houve correla??es do VEF1 (p=0,063) e do uso de antibioticoterapia com o VO2m?x no pico do exerc?cio, encontrou-se correla??es fracas e significativas da CVF com o VO2m?x no TECP. Da mesma forma, apesar de n?o haver correla??es do VO2m?x no pico do exerc?cio com os dados de for?a muscular perif?rica, encontrou-se correla??es moderadas e significativas do VO2 no limiar anaer?bio com a for?a isom?trica do b?ceps e quadr?ceps. N?o foi encontrada correla??o dessa vari?vel com a for?a dos isquiotibiais. Por fim, os sujeitos com maior reserva ventilat?ria e menor frequ?ncia card?aca de repouso n?o necessitaram do uso de antibi?tico (ATB) um ano depois da realiza??o do TECP. N?o houve diferen?a significativa na compara??o dos dados quanto ao VEF1. CONCLUS?O: Os achados do estudo demonstraram correla??es significativas do VO2 no limiar anaer?bico com os dados de for?a muscular perif?rica, mostrando que quanto maior ? o n?vel de condicionamento f?sico, maior s?o os resultados de for?a muscular perif?rica. Constatou-se ainda que ap?s um ano das avalia??es propostas aqueles que possu?am frequ?ncia card?aca de repouso mais baixa e maior reserva ventilat?ria no TECP n?o necessitaram de antibioticoterapia.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2016-05-10T13:06:20Z No. of bitstreams: 1 Ricardo Alves Taveira.pdf: 1151021 bytes, checksum: c5d09ee17fb521dd9ae01f24204b8fd0 (MD5) / Made available in DSpace on 2016-05-10T13:06:20Z (GMT). No. of bitstreams: 1 Ricardo Alves Taveira.pdf: 1151021 bytes, checksum: c5d09ee17fb521dd9ae01f24204b8fd0 (MD5) Previous issue date: 2015-12-17 / This work addresses the initial training of Educators teachers and physical education teachers, with an emphasis on children movement body culture of early childhood education, aged between three and five years what the design on this body manifestation that such teachers They have and how they work with their students. It is a qualitative research, based on the cultural-historical theory of Vygotsky and authors linked to the culture of body movement and training of teachers (Children's Education and Physical Education). Used as instruments to build the empirical material research, participant observation and semi-structured interviews in two schools that have early childhood education in the city Espirito Santo do Pinhal/ SP. The choice of body culture movement is justified by the understanding that human movement is not restricted to a mechanical and insulation displacement, but in a form of body language we express and embed feelings, emotions, cultural influences, among others, contributing to overall development of children. The analysis of the material found in search field understand the investigated problems, which refers to the understanding of human movement as a necessary element and a member of the educational practice in early childhood education as a component that is linked in a timely manner in the relationship between teachers working in this cycle and the relationship between the students themselves, considering the historical and social context and promoting the use of the different aspects that interfere in Early Childhood Education (social, emotional, motor, cognitive) and also contributing in the areas of teacher training . These results indicate the need to structure the interdisciplinary work in this school stage in understanding the meanings that the body carries as a living collection of historical, social, cultural factors contributing to the development of children and the preparation of these professionals from their initial training. / Este trabalho aborda a forma??o inicial dos professores Pedagogos e dos professores de Educa??o F?sica, com ?nfase na cultura corporal de movimento de crian?as da Educa??o Infantil, com idades entre tr?s e cinco anos, ou seja, qual a concep??o sobre essa manifesta??o corporal que tais professores possuem e como trabalham com seus alunos. ? uma pesquisa qualitativa, fundamentada na teoria hist?rico-cultural de Vygotsky e em autores ligados ? cultura corporal de movimento e ? forma??o de professores (Educa??o Infantil e Educa??o F?sica). Utilizamos como procedimentos metodol?gicos para constru??o do material emp?rico da pesquisa, a observa??o participante e a entrevista semiestruturada em duas escolas que possuem a Educa??o Infantil na cidade Esp?rito Santo do Pinhal/ SP. A escolha pela cultura corporal de movimento se justifica pelo entendimento de que o movimento humano n?o se restringe apenas a um deslocamento mec?nico e isolado, mas numa forma de linguagem corporal em que expressamos e embutimos sentimentos, emo??es, influ?ncias culturais, dentre outros, contribuindo ao desenvolvimento global das crian?as. A an?lise do material encontrado em campo busca compreender a problem?tica investigada, que se refere ? compreens?o do movimento humano enquanto elemento imprescind?vel e integrante da pr?tica educativa na Educa??o Infantil, como um componente que se articula de forma pontual na rela??o entre os professores que atuam nesse ciclo, al?m das rela??es entre os pr?prios alunos, considerando-se o contexto hist?rico-social e favorecendo o aproveitamento dos diferentes aspectos que interferem na Educa??o Infantil (social, afetivo, motor, cognitivo) e, ainda, contribuindo nas ?reas de forma??o de professores. Os resultados desta pesquisa indicam a necessidade de se estruturar o trabalho interdisciplinar nesta etapa escolar, no entendimento dos significados que o corpo traz consigo, enquanto um acervo vivo de fatores hist?ricos, sociais, culturais, contribuindo com o desenvolvimento das crian?as e o preparo desses profissionais, desde suas forma??es iniciais.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-11-01T18:03:34Z No. of bitstreams: 1 2013 - Regis Alexsandro Taveira Teixeira.pdf: 3255104 bytes, checksum: cdf63c0d3c7029b61d95ad880519aaee (MD5) / Made available in DSpace on 2018-11-01T18:03:34Z (GMT). No. of bitstreams: 1 2013 - Regis Alexsandro Taveira Teixeira.pdf: 3255104 bytes, checksum: cdf63c0d3c7029b61d95ad880519aaee (MD5) Previous issue date: 2013-08-28 / This research aimed to analyze the daily physical education through the perception of social actors in a College of Public School Serop?dica / RJ and verify the extent to which educational policies PCN'se NCM ENEM - National Minimum Curriculum and - the State of Rio de Janeiro , from the 90s of the twentieth century , has contributed to the daily lives of Physical Education in a Public School of Serop?dica / RJ . Educational policies were chosen with the criterion of high school curriculum change . This research adopted a research approach of qualitative nature -inspired participatory research which we believe provide questions that lead us to the dialogue between the Public Policy Educational selected for research and Physical Education . The subjects who participated in this study, field research , are physical education teachers and students of the School , a public school in the state of Rio de Janeiro . The instruments used in the research were semi-structured interviews and field records , derived from observing the daily work of teachers . Data analysis was carried out Johari's about the school routine , public policy education and physical education , in constant dialogue with theoretical sources and research subjects . We note that the teachers of the college concerned using Educational Policies as : PCN 's, NCM ENEM and Minimum Curriculum - although research be conducted in the same year of its publication - in the construction of their classes , so try include what they have more than relevant to your daily life. / Esta pesquisa teve como objetivo analisar o cotidiano da Educa??o F?sica Escolar por meio da percep??o dos atores sociais em um col?gio p?blico de Ensino M?dio de Serop?dica/RJ e verificar em que medida as pol?ticas educacionais PCN?s e Matriz Curricular do ENEM - Nacional e Curr?culo M?nimo ? do Estado do Rio de Janeiro, a partir da d?cada de 90 do s?culo XX, tem contribu?do com o cotidiano da Educa??o F?sica Escolar em um Col?gio P?blico de Serop?dica/RJ. As pol?ticas educacionais foram escolhidas tendo como crit?rio a mudan?a curricular do Ensino M?dio. Esta pesquisa adotou uma abordagem de pesquisa de cunho qualitativa, com inspira??o da pesquisa participativa a qual acreditamos proporcionar quest?es que nos levem ao di?logo entre as Pol?ticas P?blicas Educacionais selecionadas para a pesquisa e a Educa??o F?sica. Os sujeitos que participaram deste estudo, em pesquisa de campo, s?o docentes de Educa??o F?sica e discentes do Ensino M?dio, em col?gio p?blico do Estado do Rio de Janeiro. Os instrumentos utilizados na pesquisa foram: entrevistas semi-estruturadas e registros de campo, fruto da observa??o no cotidiano de trabalho dos professores. A an?lise dos dados se realizou ? luz do referencial te?rico sobre o cotidiano escolar, as pol?ticas p?blicas educacionais e a educa??o f?sica escolar, em constante di?logo com fontes te?ricas e sujeitos da pesquisa. Notamos que os professores do col?gio em quest?o utilizam as Pol?ticas Educacionais, como: PCN?s, Matriz Curricular do ENEM e Curr?culo M?nimo ? apesar de a pesquisa ser realizada no mesmo ano de sua publica??o - na constru??o de suas aulas, de forma a tentar incluir o que elas t?m de mais relevante para o seu cotidiano.

Made available in DSpace on 2014-12-17T14:36:44Z (GMT). No. of bitstreams: 1 ValeriaMSSG_DISSERT.pdf: 2034765 bytes, checksum: cd7c2bd18dd5305c9b9f2fe56b011d96 (MD5) Previous issue date: 2012-09-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The present dissertation tells a proposal of based pedagogical intervention in the use of practical corporal cooperatives during lessons of physical education in intention to create situations that allow to educating to reflect on the violence and its consequences in the social relations in the school. For in such a way, we leave from the following question of study: which perspectives of the physical education to contribute to minimize the aggressive and violent attitudes of the pupils in the school? Centered in the objective to reflect on the aggressiveness, the violence and bullying in the school, the light of a theoretical recital and in the perspectives of contribution of practical the corporal cooperatives for the reduction of its effect in the pertaining to school environment, in particular in the lessons of physical education, we search among others to involve the pupils in activities that stimulated the expression of human values as solidarity, respect and cooperation. In this intention, we opt to a ethnographic study for the possibility of next interaction between investigator and the investigated one. Our research is directly on to the social aspects that involve the problems of the society in a general way, in the attempt to diminish the decurrent problems of aggression situations, that they happen in one definitive municipal school of the city of Natal/RN, the sample being constituted of pupils of 6? year of Basic Education. It analyzes the practical situations lived deeply by the pupils had revealed efficient to minimize the aggressive attitudes in the pertaining to school space, as well as it opens perspectives so that the educators deal better with such attitudes, using to advantage them to educate the pupils in the direction to stimulate the good relations. We believe that with this research, to be able to of course share with other schools our experiences in the attempt of resolution of similar problems regarding thematic of the aggressiveness, respecting the specificity of each school in particular / A presente disserta??o relata uma proposta de interven??o pedag?gica embasada na utiliza??o de pr?ticas corporais cooperativas durante aulas de educa??o f?sica, no intuito de criar situa??es que permitam ao educando refletir sobre a viol?ncia e suas consequ?ncias nas rela??es sociais na escola. Para tanto, partimos da seguinte quest?o de estudo: quais as perspectivas de a educa??o f?sica contribuir para minimizar as atitudes agressivas e violentas dos alunos na escola? Centrado no objetivo de refletir sobre a agressividade, a viol?ncia e o bullying na escola, ? luz de uma fundamenta??o te?rica e nas perspectivas de contribui??o das pr?ticas corporais cooperativas para a diminui??o dos seus efeitos no ambiente escolar, em particular nas aulas de educa??o f?sica, buscamos envolver os alunos em atividades que estimulavam a express?o de valores humanos, como solidariedade, respeito e coopera??o, entre outros. Nesse intuito, optamos por um estudo etnogr?fico, devido ? possibilidade de intera??o pr?xima entre investigador e investigado. Nossa pesquisa est? diretamente ligada aos aspectos sociais que envolvem os problemas da sociedade de uma maneira geral, na tentativa de diminuir os problemas decorrentes de situa??es de agress?o que acontecem numa determinada escola municipal da cidade de Natal/RN, sendo a amostra constitu?da por alunos do 6? ano do Ensino Fundamental. A an?lise das situa??es pr?ticas vivenciadas pelos alunos mostrou-se eficaz para minimizar as atitudes agressivas no espa?o escolar, bem como abrem perspectivas para que os educadores lidem melhor com tais atitudes, aproveitando-as para educar os alunos no sentido de estimular as boas rela??es. Acreditamos, com esta pesquisa, podermos compartilhar com outras escolas nossas experi?ncias, na tentativa de resolu??o de problemas semelhantes a respeito da tem?tica da agressividade, respeitando naturalmente a especificidade de cada escola em particular

Made available in DSpace on 2014-12-17T14:36:49Z (GMT). No. of bitstreams: 1 AlisonPB_DISSERT.pdf: 4122885 bytes, checksum: 57d761d3318e7a26e5a1ff92c525fe81 (MD5) Previous issue date: 2013-12-17 / The following study aims at the main conceptions around the body and the learning through physical education classes at school. Therefore, this research mainly presents a proposal of pedagogical intervention on physical education for Ensino M?dio, centered on the knowledge about the body as well as how to evaluate the impacts of such interventions on the students‟ learning process. In order to surround our field of investigation, this work elaborates the following study questions: a) What have students learned about the body in physical education classes in Ensino M?dio at IFRN? b) What methodological possibilities can contribute on the experience of meaningful learning processes in physical education in Ensino M?dio related to the knowledge of body aspects? Regarding to the methodology used, this ethnographic research used several instruments for data collecting like dairies, diagnostic activities, self-assessment evaluations, portfolio, filming, photographs and posts on the social network facebook. The materialization of the pedagogical intervention and all of its implications allow us to consider that the physical education classes in Ensino M?dio at IFRN, campus Parnamirim have supported meaningful experiences of learning. Also they motivate relevant discussions applicable to the students‟ everyday lives once they are supported by discussions related to the influence of media about the body of teenagers, the irregular use of steroids, massaging as a possibility of body relaxation. Also, we point out that the students had the chance to experience body activities which crossed the limits of physical education classes‟ hegemony at school, such as indoor soccer, dodgeball, volleyball, basketball and handball. Thus, the students could experience body activities beyond the limits of most common sports, which started several discussions about the juvenile universe and culture. Beside the professional and personal importance of this work, we list the scientific relevance for the production of knowledge on the educational field once the number of Works about the knowledge of the body are still only a few. This study is mainly about alternative body practices. Therefore, we consider that the knowledge about the body can and must be studied not only through alternative practices, but also in different approaches which can be attributed to body running phenomenon. Finally, we believe that the discussions hereby motivated about the matter are far from being enough, so we deliver our intention in deepening this study on forthcoming researches about the knowledge of the body in the field of physical education in Ensino M?dio / O presente estudo tem como tem?tica principal as reflex?es concebidas em torno dos conhecimentos sobre o corpo nas aulas de Educa??o F?sica na escola. Nesse sentido, a pesquisa teve como objetivo principal apresentar uma proposta de interven??o pedag?gica na Educa??o F?sica para o ensino m?dio, centrada nos conhecimentos sobre o corpo, bem como, avaliar o impacto desta interven??o na aprendizagem dos discentes. Para delimitar o campo de investiga??o, elaboramos as seguintes quest?es de estudo: a) O que os estudantes t?m aprendido a respeito dos conhecimentos sobre o corpo nas aulas de Educa??o F?sica no ensino m?dio no IFRN? b) Quais possibilidades metodol?gicas podem contribuir para a viv?ncia de aprendizagens significativas na Educa??o F?sica escolar no ensino m?dio, considerando-se os aspectos relacionados aos conhecimentos sobre o corpo? No tocante aos aspectos metodol?gicos a pesquisa caracterizou-se como etnogr?fica, na qual utilizamos diversos instrumentos para a coleta e discuss?o dos dados, como di?rio de campo, atividade diagn?stica, atividade auto-avaliativa, portf?lio, filmagem, fotos e postagens na rede social facebook. A materializa??o da interven??o pedag?gica e todas as suas implica??es advindas, nos permitem considerar que as aulas de Educa??o F?sica no ensino m?dio do IFRN, campus Parnamirim t?m corroborado com experi?ncias significativas de aprendizagem, al?m de fomentar discuss?es relevantes e aplic?veis ao cotidiano dos alunos, sendo as mesmas permeadas por reflex?es relativas a influ?ncia da m?dia sobre o corpo dos adolescentes, o uso indiscriminado dos anabolizantes, a massagem como possibilidade de relaxamento ou ativa??o corporal, dentre outras formas de refletir sobre o corpo. Destacamos ainda, que foram propiciadas aos estudantes, experi?ncias corporais que extrapolaram os conte?dos hist?ricos e hegem?nicos da Educa??o F?sica na escola, como por exemplo, futsal, queimada, voleibol, basquete e handebol. Dessa forma, os estudantes puderam vislumbrar pr?ticas corporais para al?m do esporte, que desencadearam reflex?es pertinentes ? respeito do universo e da cultura juvenil. Al?m da import?ncia pessoal e profissional deste trabalho, evidenciamos a relev?ncia cient?fica para a produ??o do conhecimento na ?rea educacional, haja vista, que o n?mero de trabalhos que discutem os conhecimentos sobre o corpo no ?mbito da Educa??o F?sica escolar ainda s?o bastante reduzidos, sendo esta reduzida produ??o voltada principalmente para as pr?ticas corporais alternativas. Dessa forma, consideramos que os conhecimentos sobre o corpo podem e devem ser vislumbrados n?o apenas nas pr?ticas alternativas, mas tamb?m, em outras tem?ticas como as diferentes abordagens que podem ser atribu?das ao fen?meno corporal da corrida. Por fim, acreditamos que as discuss?es fomentadas sobre o tema est?o distantes de serem esgotadas, por isso, manifestamos o nosso interesse em aprofundar esses estudos em pesquisas posteriores a respeito dos conhecimentos sobre o corpo no ?mbito da Educa??o F?sica no ensino m?dio

Made available in DSpace on 2014-12-17T15:16:06Z (GMT). No. of bitstreams: 1 SheylaTSL.pdf: 1123530 bytes, checksum: 9d193a5e8ae6cbd93482dabd85a41d69 (MD5) Previous issue date: 2009-07-30 / Introduction: The ability to walk is impaired in obese by anthropometric factors (BMI and height), musculoskeletal pain and level of inactivity. Little is known about the influence of body adiposity and the acute response of the cardiovascular system during whole the 6-minute walk test (6mWT). Objective: To evaluate the effect of anthropometric measures (BMI and WHR waist-to-hip ratio), the effort heart and inactivity in ability to walk the morbidly obese. Materials and Methods: a total 36 morbidly obese (36.23 + 11.82 years old, BMI 49.16 kg/m2) were recruited from outpatient department of treatment of obesity and bariatric surgery in University Hospital Onofre Lopes and anthropometric measurements of obesity (BMI and WHR), pulmonary function, pattern habitual physical activity (Baecke Questionnaire) and walking capacity (6mWT). The patient was checking to measure: heart rate (HR), breathing frequency (BF), peripheral oxygen saturation, level of perceived exertion, systemic arterial pressure and duplo-produto (DP), moreover the average speed development and total distance walking. The data were analysed between gender and pattern of body adiposity, measuring the behavior minute by minute of walking. The Pearson and Spearmam correlation coefficients were calculated, and stepwise multiple Regression examined the predictors of walking capacity. All analyses were performed en software Statistic 6.0. Results: 20 obese patients had abdominal adiposity (WHR = 1.01), waist circumference was 135.8 cm in women (25) and 139.8 cm in men (10). Walked to the end of 6mWT 412.43 m, with no differences between gender and adiposity. The total distance walked by obesity alone was explained by BMI (45%), HR in the sixth minute (43%), the Baecke (24%) and fatigue (-23%). 88.6% of obese (31) performed the test above 60% of maximal HR, while the peak HR achieved at 5-minute of 6mWT. Systemic arterial pressure and DP rised after walking, but with no differences between gender and adiposity. Conclusion: The walk of obese didn?t suffers influence of gender or the pattern of body adiposity. The final distance walked is attributed to excess body weight, stress heart, the feeling of effort required by physical activity and level of sedentary to obese. With a minute of walking, the obeses achieved a range of intensity cardiovascular trainning / Introdu??o: A capacidade de caminhar dos obesos ? prejudicada pelo ?ndice de Massa Corporal (IMC), dores osteomioarticulares e n?vel de sedentarismo. Pouco se sabe sobre a influ?ncia do perfil da adiposidade corporal, do g?nero e da resposta aguda do sistema cardiovascular sobre a capacidade de caminhada do obeso. Objetivo: Avaliar o efeito de medidas antropom?tricas (IMC e WHR, waist-to-hip ratio), esfor?o card?aco e sedentarismo sobre a capacidade de caminhada de portadores de obesidade m?rbida. Materiais e M?todos: Entre setembro de 2007 e setembro de 2008, 36 obesos m?rbidos (idade 36,23 + 11,82; IMC 49,16 kg/m2) foram recrutados no ambulat?rio de tratamento da obesidade e cirurgia bari?trica do Hospital Universit?rio Onofre Lopes e avaliados quanto marcadores antropom?tricos de obesidade, fun??o pulmonar, n?vel de atividade f?sica habitual (Question?rio de Baecke) e capacidade de caminhar (TC6M). O paciente era monitorado para verificar: freq??ncia card?aca (FC) e respirat?ria (FR), satura??o perif?rica de oxig?nio, n?vel de esfor?o percebido, press?o arterial sist?mica (PA) e duplo-produto (DP). Durante a caminhada, ainda mensurava-se a velocidade m?dia desenvolvida e dist?ncia total percorrida pelos portadores de obesidade m?rbida. Os dados foram analisados entre os g?neros e o tipo de distribui??o de gordura corporal, avaliando o comportamento das vari?veis a cada minuto caminhado. As correla??es de Pearson e Spearmam foram analisadas. A Regress?o M?ltipla buscou preditores da capacidade de caminhada. Foi utilizado o software Statistic 6.0 para an?lise estat?stica. Resultados: 20 obesos tinham adiposidade abdominal (WHR = 1,01), circunfer?ncia da cintura de 135,8 cm nas mulheres (25) e de 139,8 cm nos homens (10). Durante TC6M, foi caminhada uma dist?ncia de 412,43 m, sem diferen?as entre g?nero ou adiposidade. Essa dist?ncia total percorrida foi explicada isoladamente pelo IMC (45%), FC no sexto minuto (43%), Baecke (24%) e fadiga (-23%). 88,6% dos obesos (31) realizaram o teste acima de 60% da FCM?xima, sendo o pico de FC atingido aos 5 minutos de caminhada. PA e DP aumentaram significativamente com a caminhada, mas sem diferen?as entre g?nero ou adiposidade. Conclus?o: A acaminhada dos obesos m?rbidos n?o sofre influ?ncia do g?nero ou do perfil de adiposidade corporal. A dist?ncia final percorrida ? atribu?da ao excesso de peso corporal, estress card?aco, sensa??o de esfor?o imposta pela caminhada e ao n?vel de sedentarismo pr?vio do obeso. Dentro de 1 minuto de caminhada, os obesos atingem uma zona de treinamento cardiovascular

Submitted by Luis Ricardo Andrade da Silva (lrasilva@uefs.br) on 2016-01-21T22:56:27Z No. of bitstreams: 1 disserta??o Gersivania Silva.pdf: 1371283 bytes, checksum: 4fc3021758530606123f13d696aeceac (MD5) / Made available in DSpace on 2016-01-21T22:56:27Z (GMT). No. of bitstreams: 1 disserta??o Gersivania Silva.pdf: 1371283 bytes, checksum: 4fc3021758530606123f13d696aeceac (MD5) Previous issue date: 2015-10-28 / This study aims to contribute to discussions in the field of training of general teachers and of school physical education teachers. We know that to meet the emerging need for qualified teachers to work in basic education schools in Brazil , they are designed and implemented public policies for teacher training . Among these policies is the National Teacher Training Plan ( PARFOR ) which aims to offer emergency courses of undergraduate or special programs for practicing teachers for at least three years in basic education public network as provided in Article 11, item III of Decree No. 6755 of January 29, 2009 . In this work we care to study the PARFOR Bachelor's Degree in Physical Education from the State University of Feira de Santana in order to understand how to express teacher education in this context. For this we use contributions of historical and dialectical materialism. Saviani (2004 ) states that man's reflection on the reality of the problems should be: radical , accurate and set. These characteristics relate to all categories, contradiction and mediation of the methodological option of this work. This research is also characterized as critical, descriptive and according to Trivi?os (2009 ) : case study and documentary research . All sources of information presented in this material as laws aimed at education, school processes and conditions (PARFOR-EF-UEFS), make up this work in order to be to the triangulation technique in data collection Trivi?os (2009). We analyzed the data based on Bardin (2009), by means of Content Analysis. The inferential interpretation of the results was mediated by prior research on pedagogical approaches to physical education (Darido, 2003), teacher training conceptions (Saviani, 2009; FACCI, 2004) and method on historical dialectic materialism (Saviani, 2004; cattle , 2014). All this methodological course made us understand that the PPP-EF-PARFOR-UEFS unexpressed theoretical and methodological unity and to work with pedagogical approaches of physical education, which undermines the political role of educator of basic education function. Therefore, one way of establishing the political role of education is teacher training set in a world of design, vision of man and society project involving a historical-critical positioning of utilitarian education whose main goal acquisition of hand- labor to the market. / O presente estudo visa contribuir com as discuss?es no campo da forma??o de professores de educa??o f?sica escolar. Para atender ? necessidade de professores qualificados para atuar nas escolas de educa??o b?sica do Brasil, s?o elaboradas e implementadas pol?ticas p?blicas de forma??o de professores, dentre essas pol?ticas est? o Plano Nacional de Forma??o de Professores (PARFOR), que tem por objetivo ofertar cursos emergenciais de licenciaturas ou programas especiais dirigidos aos docentes em exerc?cio h? pelo menos tr?s anos na rede p?blica de educa??o b?sica, conforme consta no artigo 11, inciso III do Decreto n? 6.755, de 29 de janeiro de 2009. Nesse trabalho nos preocupamos em estudar o curso PARFOR de Licenciatura em Educa??o F?sica da Universidade Estadual de Feira de Santana a fim de compreender como se expressa a forma??o do professor nesse contexto. Para tanto, utilizamos aportes do materialismo hist?rico-dial?tico. Saviani (2004) afirma que a reflex?o do homem sobre os problemas da realidade deve ser radical, rigorosa e de conjunto. Essas caracter?sticas se relacionam ?s categorias totalidade, contradi??o e media??o da op??o metodol?gica desse trabalho. Essa pesquisa ? tamb?m caracterizada como cr?tica, descritiva e de acordo com Trivi?os (2009) um estudo de caso de natureza documental. Todas as fontes de informa??es apresentadas nesse material como leis, processos e condi??es escolares (PARFOR-EF-UEFS), comp?em esse trabalho no intuito de consistir na T?cnica da Triangula??o (TRIVI?OS, 2009). Analisamos os dados fundamentados em Bardin (2009), por meio da An?lise de Conte?do. A interpreta??o inferencial dos resultados foi mediada pela pesquisa pr?via sobre as abordagens pedag?gicas da educa??o f?sica escolar (DARIDO, 2003), concep??es de forma??o de professores (SAVIANI, 2009; FACCI, 2004) e m?todo no materialismo hist?rico dial?tico (SAVIANI, 2004; R?SES, 2014). Todo esse percurso metodol?gico nos fez compreender que o PPP-EF-PARFOR-UEFS n?o expressa unidade te?rico-metodol?gica quanto ao trabalho com as abordagens pedag?gicas da educa??o f?sica, o que compromete o papel pol?tico da fun??o de educador da educa??o b?sica.

Made available in DSpace on 2014-12-17T14:35:56Z (GMT). No. of bitstreams: 1 AgrioOCF.pdf: 1066957 bytes, checksum: a88db380b56de9fce9e1af45356967a4 (MD5) Previous issue date: 2007-10-19 / For the development of this research the following general objective has been formulated, indicator of the process of inquiry: To discuss the relation between the attitudinal and the sportive contents presented in the proposal of Curricular Lines for the Physical Education of Young and Adults in Brazil. According to the corporeity and the ludicity, questioning the formation of the professional of Physical Education and delineating the perspective for a sport andragogy that values the Being and the Life. From this general objective, the following objectives, which had given greater specificity to the investigative process, were defined: 1. To create the theoretical context from the corporeity/ludicity axis, articulating transversally sportive knowledge, aiming to contribute for a sport Andragogy; 2. To analyze the objectives proposed for the Physical Education of Young and Adults according to an elaborated theoretical reference and to the testimonies of the egresses of 2005 of the Physical Education course of the UFRN. 3. To interpret the relation between attitudinal and educative content from the academic reality lived by the egresses of the Physical Education course of the UFRN. 4. To understand the most urgent necessities of sustained formation of the egresses of 2005 for satisfactory performance with the Physical Education of Young and Adults. 5. To propose perspectives for the construction of a sport Andragogy from the corporeity/ludicity axis. In attendance to the nature of this research and as form of guiding ourselves in this epistemological adventure, the following ones had been basically and theoretically estimated. 1. Corporeity is a radiant focus, prime and main of educational criteria; 2. The task of the education must be carried through with men and not for men; 3. Man must only play with the beauty and with the beauty he only must play. ; 4. The sportive education must be based on esthetic and fair play. The adopted research approach is of a qualitative nature, using the interview procedure with a group consisting of twelve egresses of the Physical Education Course of the UFRN of the year of 2005.2 After the discussion of the results on the attitudinal objectives and content for the Physical Education for Adults and Young, the study shows nine themes presented by the investigated group as priorities for their sustained formation, aiming at the performance of the professional of Physical Education with the EJA: inclusive experiences; leisure and quality of life; relationships; body and personal care; social values; self esteem; sportive phenomenon; EJA training; attitudinal contents. As a contribution to the construction of knowledge for a Andragogy of Sports, the study presents a metaphorical structure called Galaxy of Knowledge righteous Glamor of integrating nine elements inspired by the Ode to the Sport of Pierre de Coubertin: life, beauty, justice, daring, honesty, joy; Fertility; progress; peace. At the heart of the structure of knowledge is righteous install a system that articulates five principles ludopoi?tico epistemological function of connecting with the righteous knowledge of the sport that must integrate the content attitudinal proposed for Fitness for Youth and Adults in order to facilitate the realization of their objectives proposed for this method of teaching / Para o desenvolvimento desta pesquisa, foi formulado o seguinte objetivo geral, norteador do processo de investiga??o: Discutir a rela??o entre os conte?dos atitudinais e os conte?dos esportivos apresentados na proposta de Diretrizes Curriculares para a Educa??o F?sica de Jovens e Adultos no Brasil, ? luz da corporeidade e da ludicidade, questionando a forma??o do profissional de Educa??o F?sica e delineando perspectivas para uma Andragogia do Esporte que valoriza o Ser e a Vida. A partir desse objetivo geral, foram definidos os seguintes objetivos que deram maior especificidade ao processo investigativo: 1. Construir o contexto te?rico a partir do eixo corporeidade/ludicidade, articulando transversalmente saberes esportivos, visando contribuir para uma Andragogia do Esporte. 2. Analisar os objetivos propostos para a Educa??o F?sica de Jovens e Adultos, com base no referencial te?rico elaborado e nos depoimentos de egressos do Curso de Educa??o F?sica da UFRN. 3. Interpretar a rela??o entre conte?dos atitudinais e conte?dos esportivos, a partir da realidade acad?mica vivida por egressos do Curso de Educa??o F?sica da UFRN. 4. Compreender as necessidades mais urgentes de forma??o continuada de egressos participantes do estudo para atua??o satisfat?ria com a Educa??o F?sica de Jovens e Adultos. 5. Propor perspectivas para a constru??o de uma Andragogia do Esporte a partir do eixo corporeidade/ludicidade. Em atendimento ? natureza desta pesquisa e como formas de guiarmos nessa aventura epistemol?gica foram b?sicos os seguintes pressupostos te?ricos: 1. Corporeidade ? foco irradiante, primeiro e principal de crit?rios educacionais; 2. A tarefa da educa??o deve ser realizada com os homens e n?o para os homens; 3. O homem deve jogar somente com a beleza e somente com a beleza deve jogar; 4. A educa??o esportiva deve se fundamentar na est?tica e no fair play. A abordagem de pesquisa adotada ? de natureza qualitativa, utilizando o procedimento de entrevista para um grupo constitu?do por doze egressos do Curso de Educa??o F?sica da UFRN no ano de 2005.2. Ap?s a discuss?o dos resultados sobre os objetivos e conte?do atitudinais para a Educa??o F?sica de jovens e Adultos, o estudo apresenta nove tem?ticas apontadas pelo grupo investigado como prioridades para sua forma??o continuada, visando a atua??o do profissional de Educa??o F?sica com o EJA: viv?ncias inclusivas; lazer e qualidade de vida; relacionamentos; corpo e cuidado pessoal; valores sociais; auto-estima; fen?meno esportivo; est?gio EJA; conte?dos atitudinais. Como contribui??o para a constru??o de saberes para uma Andragogia do Esporte, o estudo apresenta uma estrutura metaf?rica denominada Gal?xia dos Saberes Virtuosos do Esporte integrando nove elementos inspirados na Ode ao Esporte de Pierre de Coubertin: vida; beleza; justi?a; ousadia; honradez; alegria; fecundidade; progresso; paz. No centro dessa estrutura de saberes virtuosos instala-se um sistema ludopoi?tico que articula cinco princ?pios epistemol?gicos com fun??o de conectar os saberes virtuosos do esporte que devem integrar os conte?dos atitudinais propostos para a Educa??o F?sica de Jovens e Adultos de modo a propiciar a concretiza??o dos respectivos objetivos propostos para esta modalidade de ensino