Made available in DSpace on 2014-12-17T14:36:33Z (GMT). No. of bitstreams: 1 MoysesSF_DISSERT.pdf: 1300536 bytes, checksum: 87419e301fa26c30d7daf18b36a60b62 (MD5) Previous issue date: 2011-11-17 / Over time the Physical Education on IFRN has considered the sport as the only possibility of pedagogical action. In the purpose of investigating the aspects that determine this condition, this study aimed the context of physical education within the institutional framework and its current perspectives in the process of institutional transformation. In this sense, were addressed the following study questions: What political pedagogical aspects that influenced the context of Physical Education on IFRN and how the pedagogical experience on Mossoro s campus incorporated the perspectives of curricular proposals transformation for the High School and the theoretical changes of the Brazilian Physical Education. Methodologically the work was based on a qualitative approach characterized as a descriptive- comparative research. The technique of discourse analysis was employed in the speech of research collaborators having as categories of analysis the professional activities time in the institution; The ratio of official use of the assumptions to the pedagogical practice of Physical Education in IFRN; The sport in the education process of students and The Prospects of Physical Education in the current configuration of IFRN. The data analysis allowed us to infer that the theoretical methodology of pedagogical practice of Physical Education in IFRN need to be reformulated and that it is necessary a contextualization with the curricular principles of the political institutional pedagogical project and with the Curriculum Guidelines for Secondary Education. The teaching experience developed in the Mossoro s Campus was contextualized with the national curriculum guidelines for secondary education and the theoretical changes of the Brazilian Physical Education. We conclude that it is necessary a collective action of the group of teachers to transform the educational profile of Physical Education of IFRN, beyond the institutional support to be able to consolidate the physical education curriculum component in the current dimensions of society, human being, education, science, technology and work, proposed by the philosophical principles and epistemological political project of IFRN educational / Ao longo do tempo a Educa??o F?sica no IFRN tem considerado o esporte como ?nica possibilidade de a??o pedag?gica. No proposito de investigar os aspectos que determinaram tal condi??o, este trabalho objetivou analisar o contexto da Educa??o F?sica no ?mbito institucional e suas perspectivas atuais no processo de transforma??o institucional. Nesse sentido, foram abordadas as seguintes quest?es de estudo: Quais os aspectos politico pedag?gicos que influenciaram o contexto da Educa??o F?sica no IFRN e Como a experi?ncia pedag?gica no campus Mossor? se integrou ?s perspectivas de transforma??o curriculares propostas para o Ensino M?dio e as transforma??es te?ricas da Educa??o F?sica brasileira. No plano metodol?gico o trabalho fundamentou-se na abordagem qualitativa de investiga??o caracterizando-se como uma pesquisa descritivo-comparativa. A t?cnica de An?lise do Discurso foi empregada nas falas dos colaboradores da pesquisa tendo como categorias de an?lise o tempo de atua??o profissional na institui??o; A rela??o de aplica??o dos pressupostos oficiais com a pr?tica pedag?gica da Educa??o F?sica no IFRN; O esporte no processo de forma??o dos educandos e As perspectivas da Educa??o F?sica na atual configura??o do IFRN. A an?lise dos dados nos possibilitou inferir que os pressupostos te?ricos metodol?gicos da pratica pedag?gica da Educa??o F?sica no IFRN precisam ser reformulados e que se faz necess?rio a sua contextualiza??o com os princ?pios curriculares do projeto pol?tico pedag?gico institucional e com as Orienta??es Curriculares para o Ensino M?dio. A experi?ncia pedag?gica desenvolvida no Campus Mossor? esteve contextualizada com as diretrizes curriculares nacionais para o Ensino M?dio e com as transforma??es te?ricas da Educa??o F?sica brasileira. Conclu?mos que se faz necess?rio uma a??o coletiva do grupo de professores para transformar o perfil pedag?gico da Educa??o F?sica do IFRN al?m do respaldo institucional para que seja poss?vel consolidar a Educa??o F?sica como componente curricular nas atuais dimens?es de sociedade, ser humano, educa??o, ci?ncia, tecnologia e trabalho propostos pelos princ?pios filos?ficos e epistemol?gicos do Projeto pol?tico pedag?gico do IFRN

Made available in DSpace on 2014-12-17T14:36:34Z (GMT). No. of bitstreams: 1 LiegeMFS_DISSERT.pdf: 1711528 bytes, checksum: 46ad55bd0f2ee34ea6eaa0abb48a7b8e (MD5) Previous issue date: 2011-02-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Talking about body and beauty seems fairly familiar to physical education. We understand that the body language in the area provides many meanings over the appearance, beauty and aesthetics, thus requiring the need of criticism and the need to interrogate her to realize how physical education has been re-signified. For this purpose, considering the multiplicity of meanings that surround the body and beauty, we discussed the implications that this brings to the area of Physical Education, analyzing the conception of body and beauty in the studies in this area, at the masters level, from some questions: What conceptions of body and beauty have been discussed in the studies of physical education at the masters level? What is the relationship between the meanings of body and beauty products analyzed and identified in the models of beauty outlined in Physical Education? We understand the importance of this research and its contribution to the epistemological analysis of existing studies. And, mainly because there is a lack of studies that discuss these productions. For construction of this text and for our reflections, we rely on thoughts like David Le Breton, Claude Levi- Strauss, Michel Foucault, Maurice Merleau-Ponty, Ana Marcia Silva, Carmen Smith, Isabel Mendes, Karenin Porpino Nobrega and flounder. The present study is characterized as a qualitative research, and content analysis proposed by Laurence Bardin (1977) for data processing. The corpus was composed of eight essays in the area of Physical Education, published in the CAPES Theses Database for the period 2004 to 2008, selected from the subject and body beauty. The initial reading allowed us to select meaningful units and guide our discussions on two main themes, which make up the two chapters of the work. In the first chapter, entitled Body, beauty and culture, as evidenced understandings of body, nature and culture that are present in the work is considered. In the second chapter, Standard Body Transformations and beauty, we present the concepts of body and beauty found in the dissertation, focusing on the mutability of representations of the models of beauty in body singularities in the relations of power-knowledge and the importance given the body in society, especially with regard to physical education professionals. We have thus found that, considering the dissertations analyzed, the understanding of body and beauty has been resignified, when dealing with other aesthetic conceptions that consider the uniqueness expressed in the human body and the culture of which the individual belongs / Falar em corpo e beleza parece algo bastante familiar ? Educa??o F?sica. Compreendemos que a linguagem do corpo na ?rea possibilita sentidos e significados diversos sobre a apar?ncia, a beleza e a est?tica, exigindo, portanto, a necessidade da cr?tica e a necessidade de interrog?-la para percebermos o modo como a Educa??o F?sica vem sendo ressignificada. Para tanto, partindo da multiplicidade de sentidos que envolvem o corpo e a beleza, buscamos as implica??es que essa discuss?o traz para ?rea da Educa??o F?sica, analisando a concep??o de corpo e beleza na produ??o acad?mica dessa ?rea, em n?vel de mestrado, a partir de alguns questionamentos: Quais concep??es de corpo e beleza t?m sido discutidas na produ??o acad?mica da Educa??o F?sica em n?vel de mestrado? Qual a rela??o entre os significados do corpo e da beleza identificados nas produ??es analisadas e os modelos de beleza delineados na Educa??o F?sica? Compreendemos a relev?ncia desta pesquisa e sua contribui??o epistemol?gica ao analisar os estudos j? existentes. E, principalmente, porque h? uma aus?ncia de estudos que discutam essas produ??es. Para edifica??o deste texto e para nossas reflex?es, nos apoiamos em pensamentos como os de David Le Breton, Claude L?vi-Strauss, Michel Foucault, Maurice Merleau-Ponty, Ana M?rcia Silva, Carmem Soares, Isabel Mendes, Karenine Porpino e Petrucia N?brega. O presente estudo caracterizase como uma pesquisa de natureza qualitativa, tendo a An?lise de Conte?do proposta por Laurence Bardin (1977) para tratamento dos dados. O corpus de an?lise foi composto por 8 disserta??es da ?rea de Educa??o F?sica, publicadas no Banco de Teses da CAPES no per?odo de 2004 a 2008, selecionados a partir da tem?tica corpo e beleza. A leitura flutuante permitiunos selecionar unidades significativas e pautar nossas discuss?es em 2 eixos tem?ticos, os quais comp?em os 2 cap?tulos do trabalho. No primeiro cap?tulo, intitulado Corpo, Beleza e Cultura, s?o evidenciadas as compreens?es de corpo, natureza e cultura, que est?o presentes nos trabalhos dissertativos. No segundo cap?tulo, Padr?o Corporal e Transforma??es da beleza, apresentam-se as concep??es de corpo e de beleza encontradas nas disserta??es, com enfoque na mutabilidade das representa??es dos modelos de beleza, nas singularidades corporais, nas rela??es de poder-saber e na import?ncia dada ao corpo na sociedade, sobretudo, no que se refere aos profissionais de Educa??o F?sica. Constatamos, assim, que, considerando as disserta??es analisadas, a compreens?o de corpo e de beleza vem sendo ressignificada, ao tratar de outras concep??es est?ticas, que consideram as singularidades expressas no corpo humano e na cultura da qual o indiv?duo faz parte

Made available in DSpace on 2014-12-17T14:36:48Z (GMT). No. of bitstreams: 1 IracyaraMAS_DISSERT.pdf: 1210761 bytes, checksum: 705ea4fe266607ab077595767dca76d0 (MD5) Previous issue date: 2013-12-17 / A escola tem se guiado por a??es pedag?gicas do professor consideravelmente limitadas, as quais t?m dificultado configurar com nitidez inten??es educativas que contemplam a sua organiza??o curricular. Nesse sentido, esta disserta??o tem por objetivo apresentar uma experi?ncia pedag?gica da educa??o f?sica a partir da operacionaliza??o de temas transversais com os conte?dos curriculares no ensino m?dio integrado no IFRN, campus SGA. Os fundamentos te?rico-metodol?gicos seguiram a linha qualitativa da pesquisa-a??o. Participaram desta pesquisa estudantes dos cursos de Edifica??es e Inform?tica do 1? ano do ensino m?dio integrado e a professora-pesquisadora, que ? servidora efetiva do instituto. Optando pela pesquisa-a??o, estruturamos uma interven??o pedag?gica com inten??o de promover a constru??o de conhecimento dos conte?dos da educa??o f?sica com os temas transversais, tanto em amplitude como em profundidade, alicer?ada no aporte te?rico da teoria da a??o dial?gica (FREIRE, 2011) e da concep??o aberta no ensino da educa??o f?sica (HILDEBRANDT, 1986). A pesquisa teve como procedimentos a observa??o participante e a filmagem das aulas de educa??o f?sica. As observa??es e os discursos dos estudantes foram organizados em categorias de quest?es, a saber: 1. Percep??o dos estudantes sobre a educa??o f?sica; 2. Sentidos e significados dos conte?dos da educa??o f?sica na interfase com os temas transversais nas aulas; 3. Di?logos sobre a intera??o do conhecimento na rela??o professor-estudante. As observa??es e a an?lise dos depoimentos dos estudantes apontaram, em alguns momentos, que as aulas de educa??o f?sica ainda s?o estruturadas no modelo rola bola , sem planejamento, configurando-se mera atividade, e n?o como pr?tica pedag?gica que trata dos saberes do campo da cultura de movimento. Por n?o constituir-se pr?tica pedag?gica que aborda os conte?dos de forma sistematizada, n?o se tem de forma precisa a ordena??o e sequencia??o dos aprendizados de pr?ticas corporais, tampouco a introdu??o de temas transversais, os quais n?o poderiam ser aprendidos sem uma a??o pedag?gica concreta do professor. A intera??o professor-estudante afetiva e dial?gica favoreceu que os estudantes se permitissem participar das experi?ncias corporais de um jeito diferente, aceitando aprender os conte?dos curriculares em conjunto com os temas transversais, passando a perceber as aulas de educa??o f?sica como espa?os de experi?ncias de movimento que lhes permitiram atribuir sentido/significado, al?m do conhecimento sobre o universo da cultura de movimento. A nosso ver, acrescentamos tamb?m que a escola n?o valorizou o trabalho com os temas transversais, pois a recente discuss?o sobre a inser??o desses temas como tem?ticas relevantes, que devem ser tratadas pedagogicamente em conjunto nos componentes curriculares, ainda n?o ? contemplada expressivamente no projeto curricular da escola

Made available in DSpace on 2014-12-17T14:44:19Z (GMT). No. of bitstreams: 1 JoaoMC_DISSERT.pdf: 6316389 bytes, checksum: c797fea11c59c7b8ac0989e09e916aff (MD5) Previous issue date: 2014-02-24 / This dissertation is the result of concerns with the theoretical-methodological and pedagogical learning processes occurred in the practice of physical education in school, which accompany me since the initial training, when I experienced learning in a piecemeal fashion, focused on technicality and sportivization. In order to better qualify the pedagogical interventions of physical education in school, I have always been worried on applying what I received at the University, but the routine of classes was always demanding others doings. In this sense, there were many moments of epistemological ruptures occurred in my training, in which I always sought new investment in training to account for the provision of a more humanistic and grounded in real educational precepts physical education. To that end I had to reflect on the pedagogical interventions throughout my training, in order not to carry out the activities as heavy doings, but as metamorphoses of knowledge and thus generating learning for students. Thus, this dissertation fits into this context with the overall goal of discussing my professional career, considering the epistemological ruptures of Physical Education, occurred in my training and expertise. The objective is also to identify the contributions of these formations in professional activities, centered on storytelling and reflection of significant experiences in the teaching of sports and Physical Education. We highlight the paradigm shifts, leaving the gymnastic methods, through dance-physical education method, psychomotor, reaching the contemporary critical theories experienced from the culture of movement as well as its implications for professional practice. We chose a qualitative research, using the autobiographical method, using as sources or techniques, narratives, photographic recording and video samples. In the studies within the area of education, for the most part, qualitative research came to oppose the positivist view of the quantification on analysis of social phenomena. New ideas were appearing in order to present innovative perspectives to understand the real. The survey data will be presented in narrated form (descriptive), analyzed based on the theoretical framework that guides the study, especially authors who discuss school physical education, vocational training and body conception. We believe our study may be of relevance for training in Physical Education that as from pedagogical reflections in certain historical realities, envisions being able to open new perspectives for the performance of other physical education teachers / Esta disserta??o ? fruto de inquieta??es com os processos te?rico-metodol?gicos e aprendizagem ocorridos na pr?tica pedag?gica da Educa??o F?sica na escola, os quais me acompanham desde a forma??o inicial, momento em que vivenciei uma aprendizagem de forma fragmentada, voltada ao tecnicismo e a esportiviza??o. No intuito de melhor qualificar as interven??es pedag?gicas da Educa??o F?sica na escola, estive sempre preocupado em aplicar o que recebia na Universidade, mas o cotidiano das aulas estava sempre a exigir outros fazeres. Nesse sentido, muitos foram os momentos de rupturas epistemol?gicas ocorridas na minha forma??o, nas quais sempre busquei novos investimentos na forma??o continuada para dar conta da oferta de uma educa??o f?sica mais humanista e pautada em verdadeiros preceitos educacionais. Nesse intuito, tive que refletir sobre as interven??es pedag?gicas ao longo da minha forma??o, no sentido de n?o realizar as atividades como ac?mulo de fazeres, mas como metamorfoses de saberes e, portanto, geradoras de aprendizagens para os alunos. Dessa forma, esta disserta??o inserese nesse contexto com o objetivo geral de discutir a minha trajet?ria profissional, considerando-se as rupturas epistemol?gicas ocorridas na Educa??o F?sica, bem como na minha forma??o e atua??o. Objetiva-se ainda identificar as contribui??es destas forma??es na atua??o profissional, centradas na narra??o e reflex?o de experi?ncias significativas no ensino do esporte e da Educa??o F?sica escolar. Ressaltam-se as mudan?as de paradigmas, saindo dos m?todos gin?sticos, passando pelo m?todo dan?a-educa??o f?sica, psicomotricidade, chegando ?s teorias cr?ticas contempor?neas vivenciadas a partir da cultura de movimento, bem como suas implica??es para a atua??o profissional. Optamos por uma pesquisa qualitativa, utilizando o m?todo autobiogr?fico, tendo como t?cnicas ou fontes as narrativas pessoais, o registro fotogr?fico e v?deos. Nos estudos, dentro da ?rea da Educa??o, na maioria das vezes, as pesquisas qualitativas vieram se contrapor ? vis?o positivista da quantifica??o nas an?lises dos fen?menos sociais. Novas ideias foram aparecendo no sentido de apresentar perspectivas inovadoras para se entender o real. Os dados da pesquisa s?o apresentados de forma narrada (descritiva), analisados com base no referencial te?rico que orienta o estudo, em especial autores que discutem a Educa??o F?sica escolar, a forma??o profissional e a concep??o de corpo. Acreditamos que minha pesquisa poder? ser de relev?ncia para a forma??o em Educa??o F?sica, pois a partir de reflex?es pedag?gicas, em determinadas realidades hist?ricas, vislumbra-se ser poss?vel abrir novos olhares para a atua??o de o

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-02-05T23:26:40Z No. of bitstreams: 1 RodrigoAlbertoVieiraBrowne_DISSERT.pdf: 3797866 bytes, checksum: 8c732a90cfb3b196c7e622f8c9f56de6 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-02-17T00:04:24Z (GMT) No. of bitstreams: 1 RodrigoAlbertoVieiraBrowne_DISSERT.pdf: 3797866 bytes, checksum: 8c732a90cfb3b196c7e622f8c9f56de6 (MD5) / Made available in DSpace on 2016-02-17T00:04:24Z (GMT). No. of bitstreams: 1 RodrigoAlbertoVieiraBrowne_DISSERT.pdf: 3797866 bytes, checksum: 8c732a90cfb3b196c7e622f8c9f56de6 (MD5) Previous issue date: 2015-02-12 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / As fun??es executivas s?o processos cognitivos determinantes para o sucesso escolar, uma vez que executam e controlam atividades cognitivas complexas, como racioc?nio, planejamento e resolu??es de problemas. O desempenho das fun??es executivas desenvolve-se desde a primeira inf?ncia ao longo da adolesc?ncia at? a idade adulta, concomitantemente com as mudan?as neuroanat?micas, funcionais e de perfus?o sangu?nea do c?rebro. Neste sentido, o exerc?cio f?sico tem sido considerado um importante fator ambiental para o neurodesenvolvimento, bem como para a promo??o da sa?de cognitiva e cerebral. Contudo, ainda s?o escassos estudos que tenham investigado os efeitos de uma ?nica sess?o de exerc?cio aer?bio vigoroso sobre as fun??es executivas em adolescentes. Objetivo: Verificar o efeito agudo do exerc?cio aer?bio vigoroso sobre as fun??es executivas em adolescentes. M?todos: Ensaio cl?nico controlado e randomizado com delineamento cruzado, realizado com 20 p?beres de ambos os sexos, com idades entre 10 e 16 anos, que foram submetidos a duas sess?es de 30min: 1) sess?o exerc?cio aer?bio realizado em intensidade entre 65 e 75% da frequ?ncia card?aca de reserva, sendo 5min para aquecimento, 20min na intensidade alvo e 5min de volta ? calma; e 2) sess?o controle assistindo desenho-animado pr?prio para a idade. Previamente e ap?s as sess?es, foi aplicado o teste de Stroop computadorizado ? Testinpacs e o teste de trilhas para avalia??o do controle inibit?rio e flexibilidade cognitiva, respectivamente. O tempo de rea??o (TR) e a quantidade de erros (n) do teste de Stroop foram registrados. O tempo total (TT) e a quantidade de erros (n) do teste de trilhas tamb?m foram registrados. Resultados: O TR da sess?o controle n?o apresentou diferen?a significativa no teste de Stroop. Por outro lado, o TR da sess?o exerc?cio diminuiu significativamente (p<0,01) ap?s a interven??o. Os erros cometidos no teste de Stroop n?o sofreram diferen?as significativas nas sess?es controle e exerc?cio. O ?TT do teste de trilhas da sess?o exerc?cio foi significativamente (p<0,001) menor que o da sess?o xi controle. Os erros cometidos no teste de trilhas n?o sofreram diferen?as significativas nas sess?es controle e exerc?cio. Adicionalmente, houve associa??o significativa e positiva do ?TR do teste de Stroop da condi??o exerc?cio com a idade cronol?gica (r= 0,635, p=0,001; r 2 = 0,404, p=0,003) e matura??o sexual (rs= 0,580, p=0,007; r 2 = 0,408, p=0,002). De outro modo, n?o houve associa??o do ?TR da condi??o controle com a idade cronol?gica (r= ?0,144, p=0,273; r 2 = 0,021, p=0,545) e matura??o sexual (rs= ?0,155, p=0,513; r 2 = 0,015, p=0,610). Conclus?o: O exerc?cio aer?bio vigoroso parece promover melhora aguda na capacidade das fun??es executivas em adolescentes. O efeito do exerc?cio sobre o desempenho do controle inibit?rio foi associado ao est?gio puberal e idade cronol?gica, ou seja, os benef?cios do exerc?cio foram mais evidentes no in?cio da adolesc?ncia (? ?TR) e sua magnitude decresce durante o desenvolvimento. / Executive functions are determinant cognitive processes for student success, since they execute and control complex cognitive activities such as reasoning, planning and solving problems. The development of the executive functions performances begin early at childhood going through the adolescence until adulthood, concomitant with the neuroanatomical, functional and blood perfusion changes over the brain. In this scenario, exercise has been considered an important environmental factor for neurodevelopment, as well as for the promotion of cognitive and brain health. However, there are no large scientific studies investigating the effects of a single vigorous aerobic exercise session on executive functions in adolescents. Objective: To verify the acute effect of vigorous aerobic exercise on executive functions in adolescents. Methods: A randomized controlled trial (RCT) with crossover design was used. 20 pubescent from both sexes/gender with age between 10 and 16 years were submitted to two sessions of 30min each: 1) The aerobic exercise session intensity was between 65 and 75% of heart rate reserve, in which 5min for warm-up, 20min at the target intensity and 5min of cool down; and 2) control session watching cartoons. The computerized Stroop test ? Testinpacs and trail making test were used to evaluate the inhibitory control and cognitive flexibility assessment respectively, before and after both experimental and control sessions. The reaction time (RT) and number of errors (n) of Stroop test were recorded. The total time (TT) and the number of errors (n) of the trail making test were also recorded. Results: The control session?s RT did not present significant differences in the Stroop test. On the other hand, the exercise session?s RT decreased significantly (p<0.01) after the session. The number of errors made at the Stroop test had no significant differences in control and exercise sessions. The ?TT of trail making test of exercise session was significantly (p<0.001) lower than the control session?s. Errors made in trail making test did not show significant differences between control and exercise sessions. Additionally, there was significant and positive association among the Stroop test ?RT of exercise session with xiii chronological age (r= 0.635, p=0.001; r 2 = 0.404, p=0.003) and sexual maturation (rs= 0.580, p=0.007; r 2 = 0.408, p=0.002). Differently, there was no association among the control session ?RT and chronological age (r= ? 0.144, p=0.273; r 2 = 0.021, p=0.545) or sexual maturation (rs= ?0.155, p=0.513; r 2 = 0.015, p=0.610). Conclusion: Vigorous aerobic exercise seems to improve acutely executive functions in adolescents. The effect of exercise on inhibitory control performance was associated to pubertal stage and chronological age. In other words, the benefits of exercise were more evident in early adolescence (? ?RT) and its magnitude decreases along the growing up process.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-02-22T23:46:44Z No. of bitstreams: 1 BerttonyDaSilvaNino_DISSERT.pdf: 2259399 bytes, checksum: 51da3c479a422d97990a968cbe42e5a0 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-02-26T20:22:11Z (GMT) No. of bitstreams: 1 BerttonyDaSilvaNino_DISSERT.pdf: 2259399 bytes, checksum: 51da3c479a422d97990a968cbe42e5a0 (MD5) / Made available in DSpace on 2016-02-26T20:22:11Z (GMT). No. of bitstreams: 1 BerttonyDaSilvaNino_DISSERT.pdf: 2259399 bytes, checksum: 51da3c479a422d97990a968cbe42e5a0 (MD5) Previous issue date: 2015-03-13 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Esta disserta??o apresentada tem como objeto de investiga??o o trabalho do ator na constru??o das a??es f?sicas, conforme a metodologia desenvolvida por Constantin Stanislavski em sua an?lise da a??o dram?tica, denominada ?m?todo da a??o f?sica?, aplicada ?s quest?es da representa??o c?nica do marginal brasileiro, segundo o olhar ?cruel? e realista/naturalista do dramaturgo Pl?nio Marcos. Partindo das circunst?ncias dadas pelo universo Pliniano, a inten??o ? contribuir para a reflex?o sobre o trabalho do ator na cena com as personagens marginais de ?Navalha na carne?, destacando alguns aspectos importantes, que auxiliem na constru??o deste mundo ficcional. Deseja-se criar condi??es para a forma??o de um ator que potencialize na cena as contradi??es e conflitos desta obra. A investiga??o pretende partir do estudo te?rico-pr?tico como hip?tese metodol?gica, produzindo reflex?o cr?tica a partir do processo criativo do ator com a realiza??o de um experimento c?nico centrado na t?cnica psicof?sica deste pedagogo russo. Assim, pretende-se lan?ar um olhar sobre o ?m?todo das a??es f?sicas? com foco na sua ?ltima grande contribui??o para a atua??o, notadamente o procedimento da an?lise ativa, ao fazer uma leitura a partir de ?Navalha na carne? por meio deste exerc?cio c?nico criativo, ampliando os estudos que se ocupam da arte do ator. Esta pesquisa faz uma explana??o geral sobre a trajet?ria de Stanislavski at? seu encontro com a a??o f?sica, ao mesmo tempo que, destaca os desencontros de entendimento do seu trabalho pelo mundo. Stanislavski desenvolveu inicialmente o ?m?todo? tendo como pano de fundo, a est?tica realista - uma rela??o de di?logo entre realidade e a cena ? atrav?s de uma estiliza??o que cria uma realidade teatral, e consequentemente, art?stica, e n?o de forma literalmente naturalista atrav?s de um mimetismo integral. Ou seja, o trabalho de representa??o na est?tica realista do teatro deve ser elaborado a fim de criar uma realidade teatralizada. Stanislavski entende que teatro ? conven??o, j? que o trabalho do ator sobre si pr?prio deve estimular essa segunda natureza, a c?nica. / This thesis presented is to research the actor's work in the construction of physical actions, according to the methodology developed by Constantin Stanislavski in his analysis of dramatic action, called "method of physical action", applied to questions of scenic representation of the Brazilian marginal, according to the look "cruel" and realistic / naturalistic Plinio Marcos playwright. Based on the circumstances given by Pliniano universe, the intention is to contribute to the reflection on the actor's work on the scene with the marginal characters in "Razor in the Flesh", highlighting some important aspects, to assist in the construction of this fictional world. You want to create conditions for the formation of an actor that leverages the scene the contradictions and conflicts of this work. The research aims from the theoretical and practical study as a methodological hypothesis, producing critical reflection from the creative process of the agent with the realization of a scenic experiment focused on psychophysical technique of this Russian pedagogue. Thus, we intend to have a look at the method of physical actions focusing on his last great contribution to the work, especially the procedure of active analysis by doing a reading from "Razor in the Flesh" through this creative scenic exercise, extending the studies concerning the actor's art. This research is a general explanation about the trajectory of Stanislavski to his encounter with the physical action, while, highlights the inconsistencies of understanding of his work around the world. Stanislavski initially developed the "method" having as a backdrop, the realist aesthetic - a dialogue relationship between reality and the scene - through a style which creates a theatrical reality, and consequently, artistic, not literally naturalistic way through an integral mimicry. That is, the representation of work in realistic theater aesthetics should be developed in order to create a theatrical reality. Stanislavski believes that theater is convention, since the actor's work on himself should encourage this second nature, scenic.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-10T21:07:58Z No. of bitstreams: 1 BrennoHenriqueSilvaFelipe_DISSERT.pdf: 3323797 bytes, checksum: c0441882551b254732cc3dec33b910be (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-05-12T22:52:21Z (GMT) No. of bitstreams: 1 BrennoHenriqueSilvaFelipe_DISSERT.pdf: 3323797 bytes, checksum: c0441882551b254732cc3dec33b910be (MD5) / Made available in DSpace on 2016-05-12T22:52:21Z (GMT). No. of bitstreams: 1 BrennoHenriqueSilvaFelipe_DISSERT.pdf: 3323797 bytes, checksum: c0441882551b254732cc3dec33b910be (MD5) Previous issue date: 2015-02-19 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / O presente projeto visa a s?ntese e caracteriza??o de um nanorevestimento de di?xido de tit?nio dopado com prata em tecido de poli?ster arom?tico, a fim de desenvolver um material t?xtil funcional com aplica??oself-cleaning. Uma t?cnica de deposi??o f?sica de vapor (PVD) foi utilizada como m?todo de s?ntese. A sele??o do material suporte e a t?cnica utilizada na obten??o dos nanorevestimentos s?o vari?veis que podem influenciar nas suas propriedades funcionais, homogeneidade e ades?o. As fibras t?xteis s?o materiais muito empregados como substrato por possu?rem uma maior flexibilidade, serem facilmente adapt?veis a qualquer geometria e baixo custo. A presen?a de Ag e TiO2, bem como sua cristalinidade, foi comprovada atrav?s das an?lises de difra??o de raios X (DRX), espectroscopia fotoeletr?nica de raios-X (XPS) e fluoresc?ncia de raios-x (FRX). A morfologia de superf?cie foi avaliada atrav?s das t?cnicas de microscopia de for?a at?mica (AFM) e microscopia eletr?nica de varredura (MEV). A efici?ncia da atividade fotocatal?tica do material foi comprovada pela descolora??o do corante acid blue 113 em meio a fontes de radia??o UV, com uso da t?cnica de espectroscopia de absor??o (96%). A degrada??o da mol?cula do corante acid blue 113 foi confirmada atrav?s da t?cnica de espectroscopia de infravermelho por transformada de Fourier (FTIR). O car?ter hidrof?bico do nanorevestimento foi confirmado atrav?s da t?cnica de medida de ?ngulo de contato. O car?ter anti UV foi confirmado foi confirmado de acordo com a metodologia normativa AS/NZS 4399:1996. Os resultados comprovam que o material desenvolvido apresenta uma alta capacidade autolimpante, bem como protetora UV. / Innovative methods in the textile segment is currently responsible for increase in production processes, development of new materials and add new technologies in an area that was one of the major participants in the industry revolution. Thus, much research has been responsible for putting the textile industry in the new era of technological revolution watching so, the dynamism of microelectronics companies, food, and mechanics, among others. To this end, this PhD project aims to add value research involving new textile materials. Thus, this project aims to make the synthesis and characterization of a silver doped titanium dioxide nanocoating on polyester fabric in order to develop a functional textile material with self-cleaning application. A physical vapor deposition technique (PVD) was used as the method of synthesis. The selection of the support material and the technique used in obtaining the nanocoatings are variables that can influence their functional properties, uniformity and adhesion. The textile fibers are materials used as substrate by having greater flexibility to be easily adaptable to any geometry and low cost. The efficiency of the photocatalytic activity of the material was confirmed by discoloration of the dye Acid Blue 113 through UV radiation sources, using absorption spectroscopy (96%). The presence of Ag and TiO2 was confirmed by analysis of X-ray diffraction (XRD) photoelectron spectroscopy X-ray (XPS) and x-ray fluorescence (XRF). The surface morphology was evaluated through the techniques of atomic force microscopy (AFM) and scanning electron microscopy (SEM). Degradation of Acid Blue 113 dye molecule was confirmed by infrared spectroscopy Fourier transform (FTIR). The hydrophobic character of nanocoating was confirmed by contact angle measurement technique. The results show that the developed material has a high capacity self-cleaning pro perties

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-07-08T21:11:24Z No. of bitstreams: 1 ArianoBritoDeFarias_DISSERT.pdf: 1699559 bytes, checksum: 34e87398edd5ddd9e4071c66e736ef1a (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-07-12T20:56:12Z (GMT) No. of bitstreams: 1 ArianoBritoDeFarias_DISSERT.pdf: 1699559 bytes, checksum: 34e87398edd5ddd9e4071c66e736ef1a (MD5) / Made available in DSpace on 2016-07-12T20:56:12Z (GMT). No. of bitstreams: 1 ArianoBritoDeFarias_DISSERT.pdf: 1699559 bytes, checksum: 34e87398edd5ddd9e4071c66e736ef1a (MD5) Previous issue date: 2015-09-28 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / Na ind?stria do petr?leo, o g?s natural ? um componente vital no suprimento de energia do mundo e uma importante fonte de muitos hidrocarbonetos. ? uma das mais limpas, mais segura e mais aplic?vel de todas as fontes de energia, e ajuda a conhecer a crescente demanda mundial por energia limpa no futuro. Com a crescente participa??o do g?s natural na matriz energ?tica no Brasil, o principal objetivo de seu uso tem sido o abastecimento de energia el?trica atrav?s da gera??o de energia t?rmica. No processo de produ??o atual, como em uma Unidade de Processamento de G?s Natural (UPGN), o g?s natural passa por diversas unidades de separa??o visando ? produ??o de g?s natural liquefeito e g?s combust?vel. Este ?ltimo deve ser especificado para atender as m?quinas t?rmicas. No caso dos po?os remotos, o processo de absor??o dos componentes pesados visando o seu ajuste ? uma alternativa para de aumentar a malha energ?tica do pa?s e/ou local. Atualmente, devido ? elevada demanda por este g?s processado, a pesquisa e o desenvolvimento de t?cnicas que visam o ajuste do g?s natural s?o estudados. M?todos convencionais hoje empregados, como a absor??o f?sica, possuem bons resultados. O objetivo do trabalho ? avaliar a remo??o dos componentes pesados do g?s natural. Nesta pesquisa foi utilizado como absorvente f?sico o ?lcool oct?lico. Foi estudada a influ?ncia dos par?metros, como temperatura (5?C e 40?C) e vaz?o (25 e 50 ml/min) sobre o processo de absor??o em termos de capacidade de absor??o, expresso pela quantidade absorvida; e em termos cin?ticos, expresso pelo coeficiente de transfer?ncia de massa. Conforme esperado pela literatura, foi observado que a absor??o das fra??es pesadas de hidrocarbonetos ? favorecida em baixas temperaturas. Por outro lado, tanto a temperatura como a vaz?o favorece a transfer?ncia de massa, efeito cin?tico. A cin?tica de absor??o de remo??o dos componentes pesados foi acompanhada atrav?s de an?lise cromatogr?fica e os resultados experimentais mostraram elevado percentual de recupera??o dos componentes pesados. Al?m disso, foi observado que o emprego de ?lcool oct?lico como agente absorvedor demonstrou ser vi?vel o processo de separa??o. / In the oil industry, natural gas is a vital component of the world energy supply and an important source of hydrocarbons. It is one of the cleanest, safest and most relevant of all energy sources, and helps to meet the world's growing demand for clean energy in the future. With the growing share of natural gas in the Brazil energy matrix, the main purpose of its use has been the supply of electricity by thermal power generation. In the current production process, as in a Natural Gas Processing Unit (NGPU), natural gas undergoes various separation units aimed at producing liquefied natural gas and fuel gas. The latter should be specified to meet the thermal machines specifications. In the case of remote wells, the process of absorption of heavy components aims the match of fuel gas application and thereby is an alternative to increase the energy matrix. Currently, due to the high demand for this raw gas, research and development techniques aimed at adjusting natural gas are studied. Conventional methods employed today, such as physical absorption, show good results. The objective of this dissertation is to evaluate the removal of heavy components of natural gas by absorption. In this research it was used as the absorbent octyl alcohol (1-octanol). The influence of temperature (5 and 40 ?C) and flowrate (25 and 50 ml/min) on the absorption process was studied. Absorption capacity expressed by the amount absorbed and kinetic parameters, expressed by the mass transfer coefficient, were evaluated. As expected from the literature, it was observed that the absorption of heavy hydrocarbon fraction is favored by lowering the temperature. Moreover, both temperature and flowrate favors mass transfer (kinetic effect). The absorption kinetics for removal of heavy components was monitored by chromatographic analysis and the experimental results demonstrated a high percentage of recovery of heavy components. Furthermore, it was observed that the use of octyl alcohol as absorbent was feasible for the requested separation process.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-07-26T19:26:43Z No. of bitstreams: 1 CarlosEduardoLopesDaSilva_DISSERT.pdf: 3343622 bytes, checksum: 1639eb224211dedb836796bf9e1331ba (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-08T21:04:53Z (GMT) No. of bitstreams: 1 CarlosEduardoLopesDaSilva_DISSERT.pdf: 3343622 bytes, checksum: 1639eb224211dedb836796bf9e1331ba (MD5) / Made available in DSpace on 2016-08-08T21:04:53Z (GMT). No. of bitstreams: 1 CarlosEduardoLopesDaSilva_DISSERT.pdf: 3343622 bytes, checksum: 1639eb224211dedb836796bf9e1331ba (MD5) Previous issue date: 2016-02-26 / A educa??o ambiental come?ou a ser discutida a partir da intensifica??o da a??o humana, proveniente da revolu??o industrial. No Brasil a proposta ganhou destaque com a Pol?tica Nacional de Meio Ambiente, a qual sugeriu que a educa??o ambiental fosse desenvolvida em todos os n?veis de ensino e, mais tarde, de acordo com os Par?metros Curriculares Nacionais, de forma perpassada pelos conte?dos oferecidos por todos os componentes curriculares. Diante desse desafio, o presente trabalho tem como objetivo averiguar as forma??es ofertadas nos cursos de licenciatura em educa??o f?sica do Estado do Rio Grande do Norte, verificando qual o perfil do profissional que est? sendo formado. Para tanto, foram realizadas entrevistas com os coordenadores de 6 institui??es que oferecem o curso de licenciatura em educa??o f?sica universidades identificadas no Estado (UFRN, UNI-RN, UNIFACEX, FANEC e UERN - Campus Mossor? e Pau dos Ferros), foi aplicado um question?rio com 30% dos alunos formandos no segundo semestre de 2015 e observou-se o projeto pedag?gico e as ementas das disciplinas das institui??es que disponibilizaram esses documentos. Os resultados apontaram, para o reconhecimento, por parte de alunos e coordenadores, da import?ncia da tem?tica ambiental para a ?rea da educa??o f?sica. Entretanto, os discursos entre coordenadores e alunos se contradizem em todas as universidades. Para os coordenadores, por ser uma exig?ncia do Minist?rio da Educa??o, a educa??o ambiental est? presente em algumas disciplinas do curr?culo de forma efetiva. Entretanto, na pr?tica, os formandos, em sua maioria, mostram desconhecer o trabalho de educa??o ambiental presentes em seus cursos, afirmam n?o terem uma forma??o que atenda a tais aspectos e, ao serem solicitados para que exemplifiquem como seria sua atua??o perante ? discuss?o ambiental, muitos deles exibem uma forma??o fragilizada para o desenvolvimento do tema em seus futuros ambientes de trabalho, demonstrando atividades acr?ticas. Apesar da obrigatoriedade no contexto educacional j? existir h? d?cadas e a import?ncia do tema se revelar nos discursos dos profissionais, a educa??o ambiental ainda aparece de forma t?mida nos curr?culos e na viv?ncia das forma??es em educa??o f?sica, mostrando a necessidade de reestrutura??o curricular e de novas compreens?es para o tema, fazendo com que ele esteja mais presente no dia a dia dos futuros professores que dever?o abord?-lo em suas aulas. / Environmental education started to be discussed since the intensification of the human activity, as a consequence of the industrial revolution. In Brazil, the proposal has gained attention due to the National Environmental Policy, which suggested inserting environmental education in all education levels and later as a crosscutting topic pervading the contents offered in all courses, according to the National Curricula Parameters. Faced with such a challenge, this work aimed to identify how environmental concerns is being considered in physical education licentiate courses at Rio Grande do Norte. For this purpose, we have adopted a descriptive method starting from interviews with coordinators of six institutions offering a physical education licentiate degree (UFRN, UNI-RN, UNIFACEX, FANEC, and UERN ? Mossor? and Pau dos Ferros Campi), the application of a questionnaire with 30% of graduating students in the second half of 2015, and observations from the pedagogical projects and syllabi of the institutions that have provided such documents. Results have pointed out the acknowledgement of students and coordinators on the importance of addressing environmental concerns in physical education. However, coordinators and students contradict each other in all investigated institutions. According to the coordinators, environmental education effectively is in some courses of the curriculum as a mandatory requirement from the Brazilian National Ministry of Education. Nonetheless, in practice, most graduating students have no knowledge about environmental education in their courses, stating that they do not have training suited to meet these concerns. When requested to exemplify how they would deal with environmental education, a fragile education to address this topic in their future workspaces was revealed, showing uncritical activities. Despite the obligatoriness in the educational context already exists for decades and the importance of this topic revealed in the speeches of professionals, environmental education is still shy in physical education curricula and education courses, thereby showing the need of a curricular restructuration and a new understanding on this topic, as well as making it to be more present in the daily activities of the future teachers who should take it into consideration in their classes.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-02-15T12:44:58Z No. of bitstreams: 1 AlineDaPaixaoPrezotto_DISSERT.pdf: 3616177 bytes, checksum: 52e4a10d553cf27884b5e73dcc25ec1d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-02-19T21:12:46Z (GMT) No. of bitstreams: 1 AlineDaPaixaoPrezotto_DISSERT.pdf: 3616177 bytes, checksum: 52e4a10d553cf27884b5e73dcc25ec1d (MD5) / Made available in DSpace on 2018-02-19T21:12:46Z (GMT). No. of bitstreams: 1 AlineDaPaixaoPrezotto_DISSERT.pdf: 3616177 bytes, checksum: 52e4a10d553cf27884b5e73dcc25ec1d (MD5) Previous issue date: 2014-08-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A presente disserta??o, intitulada ?No banzeiro do Amazonas: realidade e perspectivas das aulas de educa??o f?sica nas escolas de v?rzea do Munic?pio de Santar?m-PA?, tem como objetivo geral apresentar e discutir os desafios e as dificuldades do professor sem qualifica??o profissional para ensinar Educa??o F?sica na regi?o de v?rzea do munic?pio de Santar?m, tendo-se como objetivos espec?ficos: 1) identificar os desafios que emergem do ambiente de v?rzea que se relacionam ao cotidiano docente e aos espa?os f?sicos para as aulas de Educa??o F?sica; 2) realizar um levantamento das dificuldades do professor sem qualifica??o profissional para ensinar Educa??o F?sica, bem como do modelo de aula desenvolvido. Para o alcance dos objetivos enunciados, a presente pesquisa lan?ou m?o da abordagem qualitativa com base na t?cnica do estudo de caso. A investiga??o foi desenvolvida em aproximadamente cinco meses na escola da comunidade S?o Cir?aco do Urucurituba, localizada ?s margens do rio Amazonas, no munic?pio de Santar?m, e ocorreu em duas etapas: na primeira, foram realizados registros atrav?s de fotografias e anota??es em di?rio de campo sobre o cotidiano e sobre as condi??es locais de realiza??o das aulas; na outra etapa, realizada simultaneamente ? primeira, buscou-se identificar as dificuldades associadas ? pratica docente nas aulas de Educa??o F?sica da escola, atrav?s de observa??o das aulas, entrevista com a professora respons?vel e com dois grupos de alunos, al?m da an?lise de um plano de curso apresentado pela professora. Ap?s o levantamento do contexto das aulas, modificamos a postura para observador participante. Nessa fase, proporcionamos uma capacita??o em que foram desenvolvidos estudos de temas relevantes para a professora. Essa mudan?a de postura foi importante para a confirma??o de informa??es j? coletadas e o acr?scimo de outras que foram registradas no di?rio de campo, al?m da inclus?o de fotografias e filmagens. Os resultados da pesquisa desnudam os desafios que emergem do conv?vio cotidiano das pessoas com o rio, como os riscos de enfrentar um temporal ou fazer uma travessia; os aspectos de sazonalidade da cheia e vazante, pelo fato de a comunidade estar localizada numa regi?o de v?rzea; bem como as dificuldades inerentes ao ambiente de v?rzea, como, o fen?meno das ?terras crescidas? que ocorre durante a vazante do rio e que altera o espa?o f?sico de realiza??o das aulas. Al?m disso, verificou-se que a pr?tica pedag?gica da professora era bastante limitada pela falta de conhecimento dos conte?dos de Educa??o F?sica e das metodologias de ensino, o que ocasionava uma limita??o na realiza??o de suas aulas baseadas em dois modelos pedag?gicos da ?rea empregados por ela: os modelos ?recreacionista? e o ?esportivista?. Como perspectiva de melhoria para esse quadro, foi apresentado, durante a capacita??o, o modelo pedag?gico descrito nos Par?metros Curriculares Nacionais em conson?ncia com a realidade dos espa?os e materiais did?ticos dispon?veis. / This dissertation entitled "In banzeiro Amazon: challenges and opportunities for physical education classes in schools floodplain of the Municipality of Santar?m- Par?" has the general objective to present and discuss the challenges and difficulties of the teacher without professional qualification to teach Physical Education in the floodeplain area of the city of Santar?m, having specific objectives: 1) identify the challenges that emerge from the floodplain environment that relate to everyday teaching and physical spaces for Physical Education classes; 2) conduct a survey of the difficulties of the teacher without professional qualification to teach Physical Education, as well as the class model developed. To achieve the objectives stated above, the present study made use of a qualitative approach based on the technique of the case study. The research was developed in approximately five months at the school of S?o Cir?aco do Urucurituba community located on the banks of the Amazon River, in the region of Santar?m and occurred in two stages: first, records were made through photographs and notes in the field journal about everyday life and on local conditions for implementing the lessons; at another stage, held simultaneously at first, we attempted to identify the difficulties associated with teaching practices in Physical Education classes in school, through observation of lessons, interview with the teacher responsible and with two groups of students, and analysis of a Course plan submitted by the teacher. After analyzing the context of lessons, we modified the posture to participant observer. In this phase, we provide a training studies in which relevant issues were developed for the teacher. This change of attitude was important for confirming information already collected and adding others that were recorded in the field diary, added photographs and filming. Search results lay bare the challenges that emerge from the everyday living of people with the river, as the risks of facing a storm or make a crossing; aspects of seasonality of flood and ebb, because the community is located in floodplain area; as well as the inherent difficulties of the floodplain environment, such as the phenomenon of "grown lands" that occurs during the ebb of the river and altering the physical space of the implementation of lessons. Furthermore, it was found that the teacher's practice was quite limited by lack of knowledge of the contents of Physical Education and teaching methodologies, which caused a limitation in conducting their classes based on two pedagogical models of the area, employed by her: the "roll the ball" and "sportsmanship". How prospect of improvement for this framework, the pedagogical model described in the National Curriculum Standards in line with the reality of space and materials available was presented during the training.