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O significado de lazer para os familiares de pessoas com S??ndrome de DownReis, Andrea Lucena 08 December 2016 (has links)
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Previous issue date: 2016-12-08 / Considering the lack of specific studies in the area of Physical Education and
believing that this discipline, as a curricular component, can contribute to the
inclusion process of the disabled person through leisure, this research was carried
out and aimed to verify the meaning of leisure for the relatives of people with Down
Syndrome of the Espa??o Com-Viv??ncias project of the Catholic University of Brasilia.
For the accomplishment of the present study we opted for the qualiquantitative
research. It was used the software IRAMUTEQ - Interface for Analytical
Multidimensionnelles des Textes and Questionaires, GraphPad Prism 6.0 (GraphPad
Software Inc., San Diego, CA), the SPSS Software (2011) version 20 (Statistical
Package for the Social Science and the Excel 2010 software. The sample consisted
of the families of 22 Down Syndrome students from the Espa??o Com-Viv??ncias
Project as well as the students themselves (3 of them), the age range of the students
between 6 and 33, men and women. The delimitation of the sample was by
convenience. It was concluded that leisure activities for this public meant, in brief, a
moment of rest, play, stroll, entertain, development, interaction, quality of life,
attending to the three perspectives of leisure (rest, fun and personal development) .
Therefore, we conclude that the leisure activities experienced by this public in the
Espa??o Com-Viv??ncias Project provided improvements in the well-being and quality
of life of people with disabilities. / Considerando a escassez de estudos espec??ficos de lazer na ??rea de Educa????o
F??sica e por acreditar que esta disciplina, enquanto componente curricular possa
contribuir no processo de inclus??o da pessoa com defici??ncia por meio do lazer essa
pesquisa foi realizada e objetivou verificar qual o significado de lazer para os
familiares de alunos com S??ndrome de Down do Projeto Espa??o Com-Viv??ncias da
Universidade Cat??lica de Bras??lia. Para a realiza????o do presente estudo optou-se
pela pesquisa qualiquantitativa. Utilizou-se do Software IRAMUTEQ - Interface de R
pour analyses Multidimensionnelles des Textes e de Questionaires, GraphPad Prism
6.0 (GraphPad Software Inc., San Diego, CA), do Software SPSS (2011) vers??o 20
(Statistical Package for the Social Science - Pacote Estat??stico para Ci??ncias
Sociais), e tamb??m do Software Excel 2010. A amostra foi composta pelos familiares
de 22 alunos com S??ndrome de Down do Projeto Espa??o Com-Viv??ncias. Concluiuse
que as atividades de lazer para esse p??blico significaram, resumidamente,
momento de descanso, brincar, passear, se divertir, desenvolvimento, intera????o,
qualidade de vida, atendendo ??s tr??s perspectivas de lazer (descanso, do
divertimento e do desenvolvimento pessoal). Diante disso, conclu??mos que as
atividades de lazer vivenciadas por esse p??blico no Projeto Espa??o Com-Viv??ncias
proporcionaram melhorias no bem estar e na qualidade de vida das pessoas com
defici??ncia.
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Influ??ncia do perfil psicol??gico de g??nero sobre os n??veis de estresse e de aptid??o f??sica relacionada ?? sa??de em integrantes do BOPE/PIDutra J??nior, En??as de Freitas 05 October 2012 (has links)
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Previous issue date: 2012-10-05 / It is proven fact that the practice of physical activity is effective in combating stress, however
with the Interactive Model creation, proposed to assess gender schemas of the self-concept,
classifying the subject into three main groups, Heteroesquem??ticos Male, Isoesquem??ticos
and Hetroesquem??ticos Female where there is an association between behavioral consistency
according to the group to which belongs, it is important that the correlation between
psychological profile of gender, physical fitness and stress to understand attitudes and
behaviors of different subjects on different situations. Therefore this study had as objective to
evaluate the influence of psychological gender profile of men integrant of a Military Police
Battalion of the State of Piau?? about their levels of stress and physical fitness health-related.
Method: the study is characterized as descriptive, quantitative, observational and
correlational and was developed with 42 members of the Tactical Actions Group of the
military police of the State of Piau??, all male. As data collection instruments were used the
Male Gender Schemas' Inventory of Self-concept - IMEGA to evaluate the psychological
gender profile and the Factorial Model of Stress - MFE to evaluate the stress level, healthrelated
physical fitness was evaluated by applying motor tests as flexibility, strength/
localized muscular endurance (abdominal and elbow flexion), 12-minute test, in addition to
these was held also the evaluation of fat % with skinfold method through the 7 site equation
proposed by Jackson and Pollock. The results demonstrated that soldiers presented only two
typological gender groups, Isoesquem??ticos (61%) and Heteroesquem??ticos Male (39%),
about the results of motor tests for flexibility was 37.4 ?? 8.52 centimeter, abdominals was
49.75 ?? 6.68 repetitions per minute, elbows flexion was 43 ?? 11.45 repetitions, VO2max was
45.22 ?? 3.45 ml (kg/min) -1 and fat % was 11.65 ?? 4.02. As for the stress, the soldiers did not
show high levels of stress. Conclusions: Although the results of the psychological profile of
Gender are consistent with the characteristics of the profession of the subjects of the sample,
it was found that there is no influence of the psychological profile of genre on physical fitness
levels or about stress levels. / ?? fato comprovado que a pr??tica de atividade f??sica ?? eficaz no combate ao estresse, no
entanto com cria????o do Modelo Interativo, proposto a fim de avaliar os esquemas de g??nero
do auto conceito, classificando os sujeitos em tr??s grupos principais, Heteroesquem??ticos
Masculino, Isoesquematicos e Hetroesquematicos Femininos onde h?? uma associa????o entre a
consist??ncia comportamental de acordo com o grupo a que perten??a, ?? relevante que se fa??a a
correla????o entre perfil psicol??gico de g??nero, aptid??o f??sica e estresse para se compreender
atitudes e comportamentos de diferentes sujeitos diante de situa????es diversas. Portanto este
estudo teve como objetivo avaliar a h?? influ??ncia do perfil psicol??gico de g??nero de homens
integrantes de um Batalh??o da Pol??cia Militar do Estado do Piau?? sobre seus n??veis de estresse
e de aptid??o f??sica relacionada ?? sa??de. M??todo: o estudo caracteriza-se como descritivo
quantitativo observacional e correlacional e foi desenvolvido com 42 integrantes do Grupo de
A????es T??ticas da policia militar do estado do Piau??, todos do sexo masculino. Como
instrumentos de coleta de dados foram utilizados o Invent??rio Masculino dos Esquemas de
G??nero do Autoconceito ??? IMEGA para avaliar o perfil psicol??gico de g??nero e o Modelo
Fatorial de Estresse ??? MFE para avaliar o n??vel de estresse, a aptid??o f??sica relacionada ??
sa??de foi avaliada atrav??s da aplica????o de testes motores como flexibilidade, for??a /
resist??ncia muscular localizada (abdominal e flex??o de cotovelo), teste de 12 minutos, al??m
destes foi realizada tamb??m a avalia????o do % de gordura com o m??todo de dobras cut??neas
atrav??s da equa????o de 7 dobras proposta por Jackson e Pollock. Os resultados demonstraram
que os soldados apresentaram somente dois grupos tipol??gicos de g??nero, Isoesquem??ticos
(61%) e Heteroesquem??ticos Masculinos (39%), quanto aos resultados dos testes motores
para flexibilidade foi de 37,4 ?? 8,52 cent??metros, abdominais de 49,75 ?? 6,68 repeti????es por
minuto, flex??o de cotovelos de 43 ?? 11,45 repeti????es, VO2max de 45,22 ?? 3,45 ml(kg/min)-1 e
% de gordura de 11,65 ?? 4,02. Quanto ao estresse, os soldados n??o apresentaram n??veis
elevados de estresse. Conclus??es: embora os resultados do perfil psicol??gico de G??nero
sejam condizentes com as caracter??sticas da profiss??o dos sujeitos da amostra, verificou-se
n??o haver influ??ncia do perfil psicol??gico de g??nero sobre os n??veis de aptid??o f??sica, nem t??o
pouco sobre os n??veis de estresse.
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Cr?tica ? organiza??o do trabalho educativo na educa??o f?sica escolar: an?lise de uma escola estadual do munic?pio de Feira de Santana-BahiaRamos, Michael Daian Pacheco 06 May 2014 (has links)
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Previous issue date: 2014-05-06 / The study is part of research trying to understand the training process of students in Physical Education. Focuses the organization of educational work of PE teachers. For its realization, we start from the following scientific problem: under what pedagogical proposition of
physical education teachers have been organizing their educational work and what degree of consistency, according to its design, between the theoretical and pedagogical foundations established and materialized in his practice? The overall objective was to analyze under what pedagogical proposition Physical Education teachers have been organizing their educational work and what degree of consistency between what is said and accomplished. We conducted interviews with two ( 2 ) teachers in a public school in Feira de Santana, Bahia and observed two units Term class between August and December 2013. We found that pedagogical theory that guides the Political Pedagogical Project refers to pedagogy "seize grasp," also found that this pedagogical theory manifested in the syllabus of two professors analyzed. Regarding the pedagogical approach to physical education teacher identified that 1 in your lesson plan presents elements of developmentalist approach, but in their educational action does not present an organization of the teaching and learning process, minimally unaware of the theoretical and methodological foundations that guides their practice as well as the pedagogical approach that guides his class. Have the teacher 2 shows an inconsistency between the approach she says guides her classes, and the Constructivist approach that actually materializes in their classes, the Health Promotion Therefore, the Physical Education classes observed on the theoretical frameworks presented (approaches developmental, constructivist and Health Promotion) do not present great possibilities for development and raising the cultural standard of the students, as they seek to explain the phenomenon of body culture (game, sport, fight, dance, gymnastics, among others) limiting the size technique, the biomechanical movement, biologization of human movement. / O estudo se insere entre as pesquisas que buscam compreender o processo de forma??o dos estudantes na Educa??o F?sica escolar. Tem como objeto a organiza??o do trabalho educativo dos professores de Educa??o F?sica. Para a sua realiza??o, partimos do seguinte
problema cient?fico: sob qual proposi??o pedag?gica da educa??o f?sica os professores v?m organizando seu trabalho educativo e qual o grau de coer?ncia, de acordo com sua concep??o, entre os fundamentos te?rico-pedag?gicos estabelecidos e os materializados em sua pr?tica? O objetivo geral foi analisar sob qual proposi??o pedag?gica da Educa??o
F?sica os professores v?m organizando seu trabalho educativo e qual o grau de coer?ncia entre o dito e o cumprido. Realizamos entrevista com dois (2) docentes de uma escola p?blica estadual do munic?pio de Feira de Santana-Bahia e observamos duas unidades letivas entre agosto a dezembro de 2013. Identificamos que a teoria pedag?gica que orienta
o Projeto Pol?tico Pedag?gico refere-se ? pedagogia do ?aprender a aprender? e constatamos tamb?m que esta teoria pedag?gica se manifesta nos planos de ensino dos dois docentes analisados. No que se refere ? abordagem pedag?gica da Educa??o F?sica identificamos que
o docente A em seu plano de aula apresenta elementos da abordagem Desenvolvimentista, por?m na sua a??o educativa n?o apresenta uma organiza??o do processo de ensino e aprendizagem, desconhecendo os fundamentos te?rico-metodol?gicos que orientam sua pr?tica, bem como da abordagem pedag?gica que orienta sua aula. J? o docente B apresenta uma incoer?ncia entre a abordagem que diz orientar suas aulas (a Construtivista) e a abordagem que de fato materializa a Promo??o da Sa?de. Portanto, as aulas de Educa??o F?sica observadas sobre os referenciais te?ricos apresentados (abordagens Desenvolvimentista, Construtivista e Promo??o da Sa?de) n?o apresentam grandes possibilidades para o desenvolvimento e a eleva??o do padr?o cultural dos estudantes, pois procuram explicar o fen?meno da cultura corporal (jogo, esporte, luta, dan?a, gin?stica,
dentre outros) limitando-se ? dimens?o t?cnica, ao movimento biomec?nico, a biologiza??o do movimento humano.
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A forma??o de professores em Educa??o F?sica no Plano Nacional de Forma??o de Professores da Educa??o B?sica-PARFOR/UNEB: realidade, tens?es e contradi??esSousa, Itamar Silva de 04 August 2014 (has links)
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Previous issue date: 2014-08-04 / This research aims to study the design of training teachers in this Plano Nacional de Forma??o de Professores da Educa??o B?sica - PARFOR, the degree course in Physical Education from the Universidade do Estado da Bahia, UNEB, Departamento de Ci?ncias Humanas, Jacobina-Ba. This research is mainly aimed to critically analyze the design of teacher training that guides PARFOR and how that concept hinges on the development of Supervised Physical Education course. For this, we used injections of critical design-dialectical, in that the categories of the method, all, contradiction, mediation and hegemony were in basic research. Analysis of curricular course design and realization of Focus Group 7 with student teachers from PARFOR: as a way of apprehending the reality of the data two instruments was used. Results show that the Physical Education course PARFOR sets of approaches with a conception of teacher-centered hegemonic pedagogical approaches, the "know-how" from the practical experiences of everyday school life. Further evidence that teacher education has been characterized by relief and lack of theoretical development of pedagogical-didactic character essential in teacher education. It was found, therefore, that the teaching practice of the course have not allowed a theory-practice linkage in the training process of teachers in a perspective of praxis / A presente pesquisa tem como objeto de estudo a concep??o de forma??o de professores presente no Plano Nacional de Forma??o de Professores da Educa??o B?sica - PARFOR, do curso de licenciatura em Educa??o F?sica da Universidade do Estado da Bahia-UNEB, Departamento de Ci?ncias Humanas, Jacobina-Ba. Esta investiga??o tem como objetivo central analisar criticamente a concep??o de forma??o de professores que orienta o PARFOR e de que maneira a referida concep??o se articula no desenvolvimento do Est?gio Supervisionado do curso de Educa??o F?sica. Para tanto, utilizou-se aportes da concep??o cr?tico-dial?tica, em que as categorias do m?todo, totalidade, contradi??o, media??o e hegemonia foram basilares na investiga??o. Como forma de apreens?o dos dados da realidade foi utilizado dois instrumentos: An?lise do projeto curricular do curso e realiza??o de Grupo Focal com 7 professores-estudantes do PARFOR. Os resultados apontam que o curso de Educa??o F?sica do PARFOR estabelece aproxima??es com uma concep??o de forma??o de professores centrada nas abordagens pedag?gicas hegem?nicas, do ?saber fazer? a partir das experi?ncias pr?ticas do cotidiano escolar. Evid?ncia ainda que a forma??o dos professores t?m sido caracterizada pelo aligeiramento e aus?ncia de aprofundamento te?rico de car?ter pedag?gico-did?tico, essencial na forma??o docente. Constatou-se, portanto, que os est?gios supervisionados do curso n?o t?m possibilitado uma articula??o teoria-pr?tica no processo formativo dos professores em uma perspectiva da pr?xis.
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Percep??es dos alunos do Instituto Federal do Amap? sobre a utiliza??o das TICS nas aulas de Educa??o F?sica no Campus Laranjal do Jari / Perceptions of the students of the Federal Institute of Amap? on the use of TICS in Physical Education classes in the Campus Laranjal do JariZanella, Andr? Luiz 21 February 2017 (has links)
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Previous issue date: 2017-02-21 / Physical Education is experiencing troubled days today, where its importance is discussed and
whether it should continue to be offered by schools as a compulsory subject for high school.
Over the years physical education has undergone profound changes and today, due to
technological evolution, students are bombarded daily with thousands of images, words and
sounds that end up interacting in different ways in the students' lives, causing significant
changes in the Students learn, live, work and interact with each other. The present study
analyzes how the students of the Federal Institute of Amap?, Campus Laranjal do Jari
evaluate the importance of the use of Information and Communication Technologies for
Physical Education classes. The method used to develop the research was the Focus Group, a
qualitative research technique, which aims to obtain data from discussions in groups with
representatives of the research subjects, distributed differently and with representativeness
between the groups. The analysis of the students' speeches with the contribution of the
bibliographic material and, guided by the objectives of the research, allowed us through the
qualitative analysis to realize that the students use the technologies of forms and for various
purposes and that they consider it very important to make use of technologies During physical
education classes to make classes more dynamic and attractive to them. The analysis of the
data was made assuming the inductive process, seeking to bring the voices of the subjects
studied in an integrated and articulated way with the authors listed to give the theoretical and
methodological support to the research. Among participants in the two focus groups, it was
clear that they know what ICTs are and that they use technology of their own daily, whether
at school, at home, at a lodge or at both places. It was also possible to observe that the
students consider that the use of ICTs as a contribution during physical education classes is
important and that students consider it important to make use of them as they contribute to the
better classes. In light of the students' reports through the focus groups, we understand that the
use of TICS can be an important learning tool and that this tool contributes to making
Physical Education classes more interesting for students because of the many advantages that
TICS bring to the Teaching learning process making the pupil, teacher and content relation
more attractive / A Educa??o F?sica vive hoje dias conturbados, em que se discute sua import?ncia e
perman?ncia nas escolas como disciplina obrigat?ria para o ensino m?dio. Ao longo dos anos
a educa??o f?sica passou por profundas mudan?as e hoje em dia, devido a evolu??o
tecnol?gica, os alunos s?o bombardeados diariamente com milhares de imagens, palavras e
sons que acabam por interagir de diversas formas em suas vidas, causando mudan?as
significativas na forma que aprendem, vivem, trabalham e interagem entre si. O presente
estudo analisa como os alunos do Instituto Federal do Amap?, Campus Laranjal do Jari
avaliam a import?ncia da utiliza??o das Tecnologias de Informa??o e Comunica??o (TICs)
para as aulas de Educa??o F?sica. O m?todo utilizado para coletar dados e desenvolver a
pesquisa foi o Grupo Focal, uma t?cnica de pesquisa qualitativa, que visa a obten??o de dados
a partir de debates em grupos com representantes dos sujeitos da pesquisa, distribu?dos
distintamente e com representatividade entre os grupos. A an?lise das falas dos alunos com o
aporte do material bibliogr?fico e, guiados pelos objetivos da pesquisa, nos permitiu atrav?s
da an?lise qualitativa, perceber que os alunos utilizam as tecnologias de formas e para fins
variados e, que consideram muito importante fazer uso de tecnologias durante as aulas de
Educa??o F?sica para deixar as aulas mais din?micas e atrativas para eles. A an?lise dos dados
foi feita tendo como pressuposto o processo indutivo, buscando trazer as vozes dos sujeitos
pesquisados de forma integrada e articulada com os autores elencados para dar o suporte
te?rico-metodol?gico ? pesquisa. Entre os participantes dos dois grupos focais, ficou claro
que sabem o que s?o TICS e que eles fazem uso diariamente de algum tipo de tecnologia, seja
ela na escola, em suas casas, locais p?blicos especializados ou em todos os lugares. Tamb?m
foi poss?vel observarmos que os alunos avaliam ser importante a utiliza??o das TICS como
conte?do durante as aulas de Educa??o F?sica e ainda consideram importante fazer uso delas,
pois contribuem para melhor as aulas. Diante dos relatos dos alunos nos grupos focais
entendemos que o uso das TICS podem ser uma importante ferramenta de aprendizagem que
poder? contribuir para que as aulas de Educa??o F?sica se tornem mais interessantes devido as
muitas vantagens que as TICS trazem para o processo de ensino aprendizagem tornando a
rela??o aluno, professor e conte?dos mais atrativos.
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Preocupa??es pedag?gicas e desenvolvimento profissional em Educa??o F?sica: passo ou descompasso? / Pedagogical concerns and professional development in physical education: step or mismatch?COSTA, Bruno de Oliveira 29 August 2013 (has links)
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Previous issue date: 2013-08-29 / CAPES / Thought and action are the result of interactions and professional experiences along teachers? careers. The knowledge and skills of teachers towards teaching context lead to different levels of concerns. The objective of this study was to investigate the relationship between pedagogical concerns of physical education teachers and the stages of professional development. This research is descriptive and was conducted in two phases. The first phase involved the application of Teachers Concerns Questionnaire - Physical Education (TCQ-PE, MCBRIDE, 1998) to 254 physical education teachers from education municipality of Rio de Janeiro, to identify their pedagogical concerns. The TCQ-P, (McBride, 1998), consists of 15 assertions that characterizes teachers' concerns into categories self, task and impact. In the second phase were selected eight teachers according to the stage they were at in their careers. These teachers were interviewed in order to know if their pedagogical concerns corresponded to the stage where they were in the teaching career. Data analysis in the first phase was quantitative and descriptive, while in the second phase proceeded content analysis of the transcribed interviews. The results show the predominance of concerns about the impact at all career stages, except those teachers of disinvestment phase that were more concerned with the task. Concerns about task and the impact were stable between career stages, while there was a slight decrease of self concerns when teachers progressed in his career. There was a tendency of teachers' concerns correspond with career stages, except the case a teacher in the diversification phase. Thus, partial match was found between teachers concerns and stages of professional development, despite commonalities and interactions established as teachers advance the teaching profession. / O pensamento e a a??o resultam da intera??o das distintas experi?ncias profissionais vivenciadas ao longo da carreira docente dos professores e o contexto em que trabalham. Os conhecimentos e compet?ncias dos professores confrontados com as demandas de contexto do ensino geram diferenciados n?veis de preocupa??es. O objetivo central deste estudo foi verificar se existe correspond?ncia entre as preocupa??es pedag?gicas manifestadas pelos professores de educa??o f?sica e os est?gios de desenvolvimento profissional. A pesquisa ? descritiva e foi realizada em duas fases. A fase extensiva de car?ter quantitativo e a fase intensiva de car?ter qualitativo. A amostra da fase extensiva ? composta de 254 professores de educa??o f?sica do munic?pio do Rio de Janeiro. Desta amostra selecionou-se oito professores para compor a amostra da fase intensiva, consoante com a fase da carreira. O instrumento utilizado na fase extensiva foi o Teachers Concerns Questionnaire ? Physical Education (TCQ-PE, MCBRIDE, 1998), composto de 15 assertivas que classifica as preocupa??es dos professores nas categorias consigo, com a tarefa e com o impacto. Na fase intensiva, o instrumento utilizado foi uma entrevista semi-estruturada com quest?es baseadas nas categorias de preocupa??es da teoria de Fuller (1969) e que constam do TCQ-PE. O tratamento dos dados da fase extensiva deu-se mediante estat?stica descritiva, destacando-se valores de m?dia e desvio padr?o das preocupa??es dos professores de educa??o f?sica. As entrevistas da fase intensiva da pesquisa foram transcritas e a an?lise das transcri??es foi realizada mediante an?lise de conte?do. Os resultados apontam que as preocupa??es com o impacto foram predominantes em todas as fases da carreira, exceto na fase de desinvestimento que apresentou maiores valores com a tarefa. Observou-se tamb?m que os escores das categorias de preocupa??es com a tarefa e com o impacto se mantiveram est?veis entre as fases da carreira, enquanto as preocupa??es consigo mostraram leve decr?scimo. Quanto a rela??o entre as preocupa??es dos professores e as fases da carreira identificou-se que h? uma tend?ncia de correspond?ncia entre as preocupa??es relatadas pelos professores e a fase em que se encontravam na carreira, exceto um caso da fase de diversifica??o. Dessa forma, foi verificada correspond?ncia parcial entre preocupa??es dos professores e as fases de desenvolvimento profissional, apesar de verificar-se comunalidades e intera??es estabelecidas conforme os professores avan?am na carreira docente.
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A organiza??o did?tica da Educa??o F?sica na educa??o de jovens e adultos no sistema p?blico de ensino do munic?pio de Natal-RNBarros, Joyce Mariana Alves 25 February 2016 (has links)
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Previous issue date: 2016-02-25 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / Compreendendo a educa??o de forma reparadora, equalizadora e permanente como um direito de todo o indiv?duo para o exerc?cio pleno de sua cidadania, o presente trabalho discute a Educa??o F?sica enquanto componente curricular da Educa??o B?sica na Educa??o de Jovens e Adultos (EJA). Objetiva-se configurar a pr?tica docente da Educa??o F?sica, nesta modalidade, no sistema p?blico de ensino do munic?pio de Natal-RN, a partir dos seguintes objetivos espec?ficos: a) identificar o contexto em que se insere a Educa??o F?sica na EJA no munic?pio de Natal e b) descrever e problematizar como os professores de Educa??o F?sica organizam o seu fazer pedag?gico na EJA no munic?pio de Natal. Por meio do Estudo de caso qualitativo, enquanto metodologia de pesquisa, investigou-se a organiza??o curricular da Educa??o F?sica na EJA a partir da pr?tica pedag?gica dos professores deste contexto. Para tanto, foram aplicados question?rios a 15 professores do sistema de ensino do referido munic?pio no per?odo de 26 de maio a 25 de julho de 2015, organizado em tr?s etapas: 1) Identifica??o, 2) Pr?tica da Educa??o F?sica na EJA e 3) Atua??o na Educa??o F?sica na EJA. Concluiu-se que as pr?ticas pedag?gicas dos professores investigados apontam encaminhamentos para a Educa??o F?sica na EJA tais como conte?dos, objetivos educacionais, avalia??o, dura??o das aulas, metodologia de ensino, dificuldades e perspectivas para atuar neste cen?rio. Estes que corroboram, parcialmente com as orienta??es curriculares da EJA em Brasil (2002) e Natal (2008), dando indicativos de pr?ticas distintas no contexto de cada professor. Como infer?ncias identifica-se a aus?ncia de uma matriz te?rica que direcione o trabalho docente da Educa??o F?sica na EJA no munic?pio de Natal-RN; in?meras dificuldades na sistematiza??o do conhecimento e a falta de forma??o continuada dos professores. Nesta ?ltima, acredita-se que o processo de sistematiza??o das pr?ticas pedag?gicas dos professores tem origem na forma??o inicial e continuada, logo, ? urgente rever estrat?gias que promovam uma melhor discuss?o da EJA na Educa??o F?sica no munic?pio de Natal-RN, fortalecendo sua oferta na Educa??o B?sica. / Understanding education in a reparative, equalizer and permanent way, as a right of every individual to the full exercise of their citizenship, this paper studies the Physical Education as a curriculum component of Basic Education in the EJA (Youth and Adult Education). This study aimed to discuss the didactic organization of Physical Education in EJA in the public school system of Natal-RN municipality, from the following specific objectives: a) identifying the educational context in which it operates Physical Education in EJA in Natal-RN and b) describe how the Physical Education teachers organize didactically discipline in EJA in Natal-RN municipality. Through the qualitative case study we investigated the pedagogical practice of teachers in that context. To this end, questionnaires were given to 15 teachers of the municipality education system in the period from 26 May to 25 July 2015, organized in three stages: 1) identification, 2) Practice of Physical Education in EJA and 3) Performance of Physical Education in EJA. It was concluded that the pedagogical practice of teachers investigated points referrals for Physical Education in EJA, such as: content, educational goals, evaluation, length of classes, teaching methodology, problems and prospects to act in this scenario, corroborating partly with curriculum guidelines of EJA in Brazil (2002) and Natal (2008), as the context of each teacher reveals a distinct identity. As inferences were identified absence of a theoretical framework that would direct the teaching work of Physical Education in EJA in the city of Natal-RN, many difficulties in the systematization of knowledge, lack of specific continued education formation of the teachers and, in most cases, no discussion on EJA in the initial training. On the latter, it is believed that the process of organizing the pedagogical practice of teachers is closely related to the initial and continued training, so it is urgent to revise strategies that promote the debate of Physical Education in EJA in Natal-RN municipality.
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Mens sana in corpore sano: compreens?es de corpo, sa?de e educa??oMendes, Maria Isabel Brand?o de Souza 27 April 2005 (has links)
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Previous issue date: 2005-04-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This thesis proposes that the idea expressed in Juvenal s quotation Mens Sana in Corpore Sano, produced in the Ancient Greek-Roman civilization includes undestandings of body, heath and education that were reapropriated and reorganized by scientific and pedagogical theories in the XIX and XX centuries. These theories, especially the ones that received contributions from the biomedical sciences, have influenced Physical Education in the search of becoming a science. In order to realize this reapropriation, we have analyzed the transformations in the concepts of body, health and education produced in the area discourse, aiming at pointing out elements to the configuration of a theory that is being called Corpore Sano. The theory constitutes in possible systematization of scientific, philosophical and pedagogical concepts, and as such, an understanding of the scientific fundaments of Physical Education. The corpus of this analysis was composed by 148 articles that were published in Revista Brasileira de Ci?ncias do Esporte digitalized in the period between 1979 and 2003 and selected according to theme: body, biology, physical activity, effort physiology and health. The analysis of the content and the referential interpretation allowed the combination of philosophical reflection with attention to the empiric field as a comprehensive dimension. Based on the corpus of the analysis it is possible to configure meta-arguments about the concepts of body, health and education in the scientific production of Physical Education. As a metaresearch. Our study did not intend to judge the analyzed production, but look for theoretical elements that may generate a reflection about the scientific rationality in Physical Education and developments in the pedagogical field and in body practices. Such a reflection might be recognized as a theory of the living body, susceptible to modifications and interrogations that are proper of knowledge and practices of Physical Education. It is a theory rejects the idea of the complete truth and holds the comprehension that the truth is built historically through relations among different kinds of knowledge and Physical Education practices / A tese prop?e a id?ia de que a M?xima de Juvenal: Mens Sana in Corpore Sano, pronunciada na Antiguidade greco-romana subsume compreens?es de corpo, sa?de e educa??o reapropriadas e reorganizadas por teorias cient?ficas e pedag?gicas nos s?culos XIX e XX. Essas teorias, sobretudo, as que receberam contribui??es das ci?ncias biom?dicas, influenciaram a Educa??o F?sica em busca de cientificidade. Para perceber essa reapropria??o, analisamos as transforma??es nos conceitos de corpo, sa?de e educa??o produzidos nos discursos da ?rea, com vistas a apontar elementos para a configura??o de uma teoria que estamos denominando de Corpore Sano, a qual apresenta-se como uma sistematiza??o poss?vel de conceitos cient?ficos, filos?ficos e pedag?gicos e como tal, uma compreens?o dos fundamentos cient?ficos da Educa??o F?sica. O corpus de an?lise foi composto de 148 artigos publicados na Revista Brasileira de Ci?ncias do Esporte digitalizada no per?odo de 1979 a 2003 e selecionados a partir das seguintes tem?ticas: corpo, biologia, atividade f?sica, fisiologia do esfor?o e sa?de. A an?lise de conte?do e a interpreta??o referencial permitiram combinar a reflex?o filos?fica com a aten??o ao campo emp?rico numa dimens?o compreensiva. A partir do corpus de an?lise ? poss?vel configurar meta-argumentos em torno dos conceitos de corpo, sa?de e educa??o na produ??o cient?fica da Educa??o F?sica. Como uma metapesquisa, nosso estudo n?o se pretendeu a um julgamento da produ??o analisada, mas sim buscar elementos te?ricos que possam propiciar a reflex?o sobre a racionalidade cient?fica na Educa??o F?sica e seus desdobramentos no campo pedag?gico e das pr?ticas corporais. Uma reflex?o dessa natureza poder? ser reconhecida como uma teoria do corpo vivo, sujeita a transforma??es e interroga??es pr?prias dos saberes e pr?ticas da Educa??o F?sica. Uma teoria que rejeita a id?ia de verdade totalizante e abarca a compreens?o de que a verdade ? constru?da, historicamente, atrav?s das rela??es entre os saberes e as pr?ticas da Educa??o F?sica
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A dan?a dos monstros: corpo e est?tica na arte e na Educa??o F?sicaBezerra, Laise Tavares Padilha 27 March 2008 (has links)
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Previous issue date: 2008-03-27 / The speeches about the body in interface with the technology, that fulfill the contemporary discussions, have been a stage of innumerable ethical, epistemological, aesthetic and ontological reflections. These happened bodies of the biotechnological scene also invade the dance, making several possible dialogues, making old concepts instable, opening way to revealing explorations and bringing with it implications and reflections. In this context, this research has as objective to discuss relations between body and technology in the dance; to understand the aesthetic configurations of the monster in the dance as possibility to question the body; to establish relations between the monstrous body in the dance and the conceptions of body in the Physical Education. We believe to be able to contribute for the reflection in the field of the Physical Education, since the work visualizes to extend the field of the discussions on aesthetic body and, as
well as evidencing dialogues between different areas of the knowledge, as the Art and the Physical Education. From the point of view of the method, the work follows orientation of the Phenomenology for an aesthetic image
appreciation of the videos in the choreographies In'perfeito and Viol?ncia of Cena 11, Dance Group that has marked new aesthetic configurations in the brazilian dance. Thus, we took for us the reflections on the "significant scenes" proposed by Bicudo (2000), to appreciate the dance of Cena 11. We emphasize that, after the identification of the Significant Scenes, it was necessary to approach these scenes from close senses, from which we
detach the appearance, the space and the gesture. We evidence that, the bodies revealed by the group Cena 11, show an aesthetic that it interlaces the beauty, the ugly and the grotesque. An aesthetic of the unharmony, capable to transgress the oppositions, dialoguing with multiple antagonisms and that it amplifies the apollonian aesthetic linear rules, so predominant in the history of the dance and the Physical Education. We identify some indicatives that take us to the problematizations on an affective and anarchic body, when questioning the tyranny of the perfect corporality; the naturalization of the pain; the closed gesture in a finished and unique
grammar; the standardization of feminine and masculine roles and the negation of the feeling. From these indicatives, we discuss the aesthetic of
the deformed bodies of Cena 11, approaching it of the conceptions of body in the Physical Education, sometimes criticizing the rationalists and naturalistic views, sometimes dialoguing with more recent perspectives studied by
researchers of this area of knowledge, which point to a reflection on the body under the optics of the sensible / Os discursos sobre o corpo em interface com a tecnologia, que permeiam as discuss?es contempor?neas, t?m sido palco de in?meras reflex?es ?ticas, epistemol?gicas, est?ticas e ontol?gicas. Esses corpos advindos do cen?rio biotecnol?gico tamb?m invadem a dan?a,
possibilitando di?logos diversos, desestabilizando velhos conceitos, abrindo caminho a explora??es desveladoras e trazendo consigo implica??es e reflex?es. Nesse contexto, esta pesquisa tem como objetivo discutir rela??es entre corpo e tecnologia na dan?a; compreender as
configura??es est?ticas do monstro na dan?a como possibilidade de questionar o corpo; estabelecer rela??es entre o corpo monstruoso na dan?a e as concep??es de corpo na Educa??o F?sica. Acreditamos poder contribuir para a reflex?o no campo da Educa??o F?sica, visto que
o trabalho visualiza ampliar o campo das discuss?es sobre corpo e est?tica, bem como evidenciar di?logos entre diferentes ?reas do conhecimento, como a Arte e a Educa??o F?sica. Do ponto de vista do m?todo, o trabalho segue orienta??o da Fenomenologia para uma
aprecia??o est?tica de imagens dos v?deos das coreografias In?perfeito e Viol?ncia do Cena 11, grupo de dan?a que tem marcado novas configura??es est?ticas na dan?a brasileira. Assim nos apropriamos das reflex?es sobre as cenas significativas propostas por Bicudo (2000), para
apreciar a dan?a do Cena 11. Enfatizamos que, ap?s a identifica??o das Cenas Significativas, buscou-se aproximar essas cenas a partir de sentidos pr?ximos, das quais destacamos a apar?ncia, o espa?o e o gesto.
Constatamos que os corpos revelados pelo grupo Cena 11 evidenciam uma est?tica que entrela?a o belo, o feio e o grotesco. Uma est?tica das desmedidas, capaz de transgredir as oposi??es, dialogando com m?ltiplos antagonismos e que amplifica os preceitos lineares e as est?ticas apol?neas t?o predominantes na hist?ria da dan?a e da Educa??o F?sica. Identificamos alguns indicativos que nos levam ?s problematiza??es sobre um corpo afetivo e anarquista, ao questionarem a tirania da corporalidade perfeita; a naturaliza??o da dor; a gestualidade fechada em uma gram?tica ?nica e acabada; a padroniza??o de pap?is
femininos e masculinos e a nega??o do sentir. A partir desses indicativos, discutimos a est?tica dos corpos deformados do Cena 11, aproximando-a das concep??es de corpo na Educa??o F?sica, ora criticando as vis?es racionalistas e naturalistas, ora dialogando com perspectivas mais recentes pronunciadas por pesquisadores dessa ?rea de conhecimento,
as quais apontam para uma reflex?o sobre o corpo sob a ?tica do sens?vel
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Consci?ncia corporal e educa??o f?sica escolar: possibilidades de interven??oSilva, Joadson Martins da 06 April 2011 (has links)
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Previous issue date: 2011-04-06 / The investigation about the body consciousness in school Physical Education had as main objective reporting a possibility of intervention, linking it directly to the contents of Physical Education and considering it as a crosscutting theme in this research. In this scope, we worked specifically with two contents of Physical Education - knowledge about the body and fights. During the study, we are going to discuss about teaching strategies for the themes of body awareness. To develop this work, we used the following study questions: how is treated the body consciousness in Physical Education and how it has been addressed in educational interventions? What are the difficulties found to the themes of body awareness on different issues of school Physical Education? How body awareness thematized in contents in Physical Education is received by the students and what are the attitudes demonstrated by them during the development of these lessons? Based from questions of study, we used the following methodological tools: participant observation, interviews, photographic records, debates, films, dramatizations and dynamics, which they were performed to stimulate students' critical thinking about their body and the other children s one. The research with ethnographic characteristics was conducted in two schools: one elementary school I, in Natal and one elementary school II, held in the municipality of the Jo?o C?mara, in the state of Rio Grande do Norte. We developed a structure in order that the three dimensions of contents conceptual, procedural and attitudinal were experienced by students. The work is structured in five chapters. At first, we made an introduction to justify the motivations that led us to write about body awareness at school. In the second chapter, we discussed reflection about the body and its possibilities of understanding, reflecting on the body and how this awareness was being treated in physical education classes at school. In the third chapter, dealing with the body awareness and dialogue with the Physical Education, we had made a theoretical approach, from authors such as CLARO (1988), N?BREGA (2000), ARAG?O (2004), MELO (2006), LORENZETTO and MATTHIESEN (2008) in order to situate the body consciousness and its relationship with physical education. In the fourth chapter, we talked about body awareness thematized in physical education contents: knowledge about the body and fights. We introduced the teaching experience developed in the school and we discussed with authors such as OLIVIER (2000), DARIDO AND RANGEL (2008), among others, about how was the reflection about the body leaving of these experiences. The fifth chapter was intended to closing remarks, in which we concluded that the body awareness, treated in physical education in school by sociocultural and historical aspects, it will contribute in building a man, a body and a society. Although the body consciousness is crafted in a few moments of Physical Education, based on the practices of body awareness or alternatives; in our proposal, we pointed out another perspective to work with body awareness, bringing its elements to permeate and pass through the contents of Physical Education. At work we can see a suggestion for that these experiences are carried out by other Physical Education professionals, obviously adapting the activities according to age and educational level of students / A investiga??o sobre a consci?ncia corporal na Educa??o F?sica escolar teve como objetivo principal relatar uma possibilidade de interven??o desta, relacionando-a diretamente aos conte?dos da Educa??o F?sica e considerando-a como um tema transversal nesta pesquisa. Neste escopo, especificamente trabalhamos com dois conte?dos da Educa??o F?sica - o conhecimento sobre o corpo e as lutas. No decorrer do estudo, discutiremos as estrat?gias pedag?gicas para a tematiza??o da consci?ncia corporal. Para o desenvolvimento deste trabalho, utilizamos as seguintes quest?es de estudo: como ? tratada a consci?ncia corporal na Educa??o F?sica e como tem sido abordada nas interven??es pedag?gicas? Quais as dificuldades encontradas para a tematiza??o da consci?ncia corporal nos diferentes assuntos da Educa??o F?sica escolar? Como a consci?ncia corporal tematizada nos conte?dos da Educa??o F?sica escolar ? recebida pelos alunos e quais as atitudes demonstradas por estes no desenvolvimento das aulas? Partindo das quest?es de estudo, recorremos aos seguintes recursos metodol?gicos: observa??o participante, entrevistas, registros fotogr?ficos, debates, exibi??o de filmes, dramatiza??es e din?micas, os quais foram realizados para estimular a reflex?o cr?tica dos alunos a respeito do seu corpo e do corpo das outras crian?as. A pesquisa com caracter?sticas etnogr?ficas foi desenvolvida em duas escolas p?blicas: uma de ensino fundamental I, no munic?pio de Natal e outra do ensino fundamental II, realizada no munic?pio de Jo?o C?mara, no interior do estado do Rio Grande do Norte. Desenvolvemos uma estrutura para que as tr?s dimens?es dos conte?dos conceitual, procedimental e atitudinal fossem vivenciadas pelos alunos. O trabalho foi estruturado em cinco cap?tulos. No primeiro, fizemos uma introdu??o para justificar as motiva??es que nos levaram a escrever sobre a consci?ncia corporal na escola. No segundo cap?tulo, discorremos a respeito da reflex?o corporal e suas possibilidades de compreens?o, refletindo sobre o corpo e sobre como a consci?ncia deste vem sendo tratada nas aulas de Educa??o F?sica escolar. No terceiro capitulo, tratamos da consci?ncia corporal e do di?logo com a Educa??o F?sica, no qual fizemos uma abordagem te?rica, a partir de autores como: CLARO (1988), N?BREGA (2000), ARAG?O (2004), MELO (2006), LORENZETTO E MATTHIESEN (2008), a fim de situar a consci?ncia corporal e sua rela??o com a Educa??o F?sica escolar. No quarto capitulo, falamos sobre a consci?ncia corporal tematizada nos conte?dos da Educa??o F?sica escolar: o conhecimento sobre o corpo e as lutas. Apresentamos as experi?ncias pedag?gicas desenvolvidas na escola e discutimos com autores como OLIVIER (2000), DARIDO e RANGEL (2008), dentre outros, acerca de como ? feita a reflex?o sobre o corpo partindo destas viv?ncias. O quinto cap?tulo foi destinado ?s considera??es finais, no qual conclu?mos que a consci?ncia corporal, tratada na Educa??o F?sica escolar pelos aspectos socioculturais e hist?ricos, contribuir? na constru??o do homem, do corpo e da sociedade. Embora a consci?ncia corporal seja trabalhada em alguns momentos da Educa??o F?sica, pautada nas pr?ticas corporais de conscientiza??o ou alternativas; em nossa proposta, apontamos outra perspectiva para se trabalhar a consci?ncia corporal, trazendo elementos dela para permear e atravessar os conte?dos da Educa??o F?sica. No trabalho pode se observar uma sugest?o para que essas experi?ncias sejam desenvolvidas por outros profissionais de Educa??o F?sica, obviamente adaptando as atividades ?s faixas et?rias e ao n?vel educacional dos alunos
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