Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-02-15T12:44:59Z No. of bitstreams: 1 WanessaCristinaMaranhaoDeFreitasRodrigues_DISSERT.pdf: 2178245 bytes, checksum: 3a822a5692051f4a0a5f2eec75962764 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-02-19T22:33:05Z (GMT) No. of bitstreams: 1 WanessaCristinaMaranhaoDeFreitasRodrigues_DISSERT.pdf: 2178245 bytes, checksum: 3a822a5692051f4a0a5f2eec75962764 (MD5) / Made available in DSpace on 2018-02-19T22:33:06Z (GMT). No. of bitstreams: 1 WanessaCristinaMaranhaoDeFreitasRodrigues_DISSERT.pdf: 2178245 bytes, checksum: 3a822a5692051f4a0a5f2eec75962764 (MD5) Previous issue date: 2017-12-11 / A Secretaria Municipal de Educa??o do Natal vem oferecendo forma??o continuada a todos os profissionais do magist?rio da Rede, incluindo os professores de Educa??o F?sica. O objeto desta pesquisa ? o programa de forma??o continuada oferecido aos professores de Educa??o F?sica da Rede Municipal do Natal. A pesquisa se deu a partir da seguinte quest?o de estudo: como vem se configurando o programa de forma??o continuada de professores de Educa??o F?sica da SME/Natal? Ancora o estudo nas seguintes quest?es norteadoras: a) qual ? a trajet?ria hist?rica do programa de forma??o continuada da SME/Natal oferecido aos professores de Educa??o F?sica? b) Como se caracteriza o planejamento pedag?gico a partir dessa trajet?ria? c) Qual a concep??o dos professores da Rede Municipal do Natal a respeito da forma??o continuada oferecida pela SME/Natal? No tocante aos procedimentos metodol?gicos opta pela pesquisa descritiva por meio da abordagem qualitativa. Os participantes da pesquisa foram todos os 137 professores que frequentaram a forma??o continuada oferecida pelo munic?pio do Natal no per?odo entre 2014-2016 e assessores pedag?gicos lotados na SME/Natal. As t?cnicas utilizadas para a coleta de dados foram a observa??o participante e o livro de registro produzido pela equipe de formadores, os documentos institucionais da SME/Natal, a Proposta de Forma??o e assessoramento do munic?pio do Natal, os relat?rios e as fichas avaliativas anuais da forma??o continuada realizadas pelos professores. As interfaces do contexto investigado mostram que a forma, a qual o Programa de forma??o continuada oferecido aos professores de Educa??o F?sica foi planejado e executado, caminha em dire??o a uma perspectiva de concep??o inovadora de forma??o continuada, ? luz das caracter?sticas apontadas pelos referenciais te?ricos contempor?neos ? reflex?o, ressignifica??o da pr?tica docente, autonomia docente, aproxima??o com as reais necessidades dos professores, professor como protagonista de sua forma??o, valoriza??o do saber docente e dialogicidade. Destaca a relev?ncia da continuidade da parceria com as Institui??es de Ensino Superior; dos investimentos na forma??o continuada; da continuidade e do aprofundamento desta pesquisa, que possa vislumbrar o acompanhamento dos professores em suas pr?ticas escolares. / The Municipal Education Department of Natal has been offering continuing education to all professionals in the teaching profession of the Network, including Physical Education teachers. The object of this research is the continuing education program offered to Physical Education teachers of Natal Municipal Network. The research was based on the following study question: how has the SME / Natal Physical Education teachers' continuing education program been configured? We base the study on the following guiding questions: a) What is the historical trajectory of the SME / Natal continuing education program offered to Physical Education teachers? b) How is pedagogical planning characterized from this trajectory? c) What is the conception of the teachers of the Natal Municipal Network regarding the continuing education offered by SME / Natal? Regarding the methodological procedures, the descriptive research was chosen through the qualitative approach.The research participants were all 137 teachers who attended the continuing education offered by the municipality of Natal in the period between 2014-2016 and pedagogical advisors crowded at SME / Natal. The techniques used to collect data were participant observation and the logbook produced by the team of trainers, the institutional documents of the SME / Natal, the Training Proposal and advice of the municipality of Natal, reports and annual evaluative sheets of the teachers. The interfaces of the investigated context showed that the way in which the Continuing Education Program offered to Physical Education teachers was planned and executed, it moves towards a perspective of innovative conception of continuing education, in the light of the characteristics pointed out by contemporary theoretical references - reflection, re-signification of teaching practice, teaching autonomy, approach to the real needs of teachers, teacher as protagonist of their training, appreciation of teaching knowledge and dialogue. The relevance of the continuity of the partnership with the Institutions of Higher Education is highlighted; of investments in continuing education; the continuity and the deepening of this research, that can glimpse the accompaniment of teachers in their school practices.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-03-12T15:27:05Z No. of bitstreams: 1 JonasMoraisSobrinho_DISSERT.pdf: 1645479 bytes, checksum: 0f8ca820967534cfe4525b8ca44f3d8d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-03-15T15:20:36Z (GMT) No. of bitstreams: 1 JonasMoraisSobrinho_DISSERT.pdf: 1645479 bytes, checksum: 0f8ca820967534cfe4525b8ca44f3d8d (MD5) / Made available in DSpace on 2018-03-15T15:20:36Z (GMT). No. of bitstreams: 1 JonasMoraisSobrinho_DISSERT.pdf: 1645479 bytes, checksum: 0f8ca820967534cfe4525b8ca44f3d8d (MD5) Previous issue date: 2017-07-26 / O presente estudo teve como objetivo discutir a forma??o continuada em servi?o promovida pela Secretaria Municipal de Educa??o de Natal, em especial, sobre os pressupostos da Educa??o Inclusiva na Educa??o F?sica Escolar no per?odo de 2014 at? 2016. Esta pesquisa delineia, como objetivos espec?ficos, a apresenta??o da trajet?ria de inser??o da tem?tica na forma??o continuada em servi?o para professores de Educa??o F?sica e a identifica??o da concep??o de inclus?o expressa pelos professores. O fundamento epistemol?gico deste estudo tem por base a multirreferencialidade (BARBOSA, 1998) e como delineamento metodol?gico uma abordagem qualitativa a partir do estudo de caso (YIN, 2001). As fontes documentais utilizadas neste estudo consistiram na an?lise da avalia??o anual da forma??o continuada em servi?o produzida pela equipe de professores-formadores, e por um question?rio semiestruturado respondido pelos professores participantes, assim como observa??es realizadas pelo pesquisador durante a forma??o. Os professores apresentaram uma concep??o de inclus?o por meio da an?lise do discurso (P?CHEUX, 1988) percebendo a inclus?o na Educa??o F?sica numa perspectiva voltada para a defici?ncia. Este estudo considera que a forma??o continuada em servi?o para os professores de Educa??o F?sica foi um importante l?cus de pesquisa sobre forma??o docente e que a tem?tica da inclus?o se tornou sistem?tica dentro do calend?rio anual da forma??o promovida pela Secretaria Municipal de Educa??o de Natal. / This study has the general objective to discuss the continuing training promoted by Educational Department of Natal-BRA, especially on the assumptions of Scholar Inclusive Physical School Education from 2014 to 2016. The specific objectives were both to present the trajectory of insertion of the theme in the in-service training for Physical Education teachers of the Education Department who participated in the training and the apprehension of the conception of inclusion expressed by them. The epistemological basis used in this study was Multireferentiality (BARBOSA, 1998), having as a methodological delineation a qualitative approach through the case study (YIN, 2001). Documentary sources of the training and semi-structured questionnaire were used in the composition of this study, as well as observations made by the researcher during the period. The Continuing education has brought a conception of inclusion as well as the conception of teachers, which refers to the importance of reflecting on the construction of the engagement and meanings attributed to what will be inclusion in Physical School Education, as we will see through discourse analysis (P?CHEUX, 1988). Based on documents and actions carried out by the training team as well as by the senses attributed by the participating teachers, this study concluded that the training promoted by the Education Department presented assumptions of an inclusive education focused fundamentally on the disability. It also pointed to important approximations of an inclusive Physical Education that dialogues with the diversity present in the educational contexts. The demand for the permanence and expansion of this debate arises in the formative horizons in-service.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-04-02T15:37:44Z No. of bitstreams: 1 MaryanaPryscillaSilvaDeMorais_DISSERT.pdf: 6749251 bytes, checksum: b69ba63a5de6e2d0f264f6a281284f42 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-04-06T16:15:21Z (GMT) No. of bitstreams: 1 MaryanaPryscillaSilvaDeMorais_DISSERT.pdf: 6749251 bytes, checksum: b69ba63a5de6e2d0f264f6a281284f42 (MD5) / Made available in DSpace on 2018-04-06T16:15:21Z (GMT). No. of bitstreams: 1 MaryanaPryscillaSilvaDeMorais_DISSERT.pdf: 6749251 bytes, checksum: b69ba63a5de6e2d0f264f6a281284f42 (MD5) Previous issue date: 2017-09-11 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Introdu??o: A Psicomotricidade Relacional (PR) foi desenvolvida na d?cada 70 do s?culo XX, pelos professores de educa??o f?sica franceses Andr? Lapierre e Bernard Aucouturier. ? uma pr?tica educativa que utiliza o jogo simb?lico na a??o do brincar espont?neo em prol do desenvolvimento integral e da autonomia do sujeito. Objetivo: Analisar o processo de inclus?o de pessoas com defici?ncia intelectual na educa??o f?sica escolar, por interm?dio da pr?tica educativa da PR. Metodologia: Trata-se de uma pesquisa de cunho ?participante? de forma n?o probabil?stica, e um tipo de amostragem por conveni?ncia. As coletas de dados foram realizadas com um grupo de 36 estudantes do 7? ano do ensino fundamental II de uma escola p?blica municipal de Natal-RN, e tendo 3 estudantes com defici?ncia intelectual. Os instrumentos de coletas desta pesquisa, foram 1 m?quina fotogr?fica digital SONY Cyber-shot, 2 filmadoras digitais NAVCITY esportiva NG-100, anamnese de Sampaio (2010), os relat?rios espont?neos dos discentes, os relat?rios espont?neos e reflexivos dos professores. Foram realizadas 8 aulas de educa??o f?sica com o jogo simb?lico da Psicomotricidade Relacional, uma vez por semana, durante um bimestre letivo. Foi realizada uma an?lise qualitativa dos dados, incluindo codifica??o, decodifica??o, interpreta??o e constru??o do referencial te?rico. Resultados: Nas oito aulas o processo inclusivo aconteceu gradualmente de forma espont?nea n?o diretiva, ilustrado nas fotografias e audiovisuais. Os alunos puderam perceber a inclus?o pedag?gica e/ou social e vivenci?-la. Nos relat?rios espont?neos e reflexivos dos professores, a inclus?o pedag?gica e/ou social aconteceu livremente. No que tange os relat?rios espont?neos dos alunos, foram expressos os conte?dos vividos pelos estudantes com defici?ncia intelectual na rela??o com os demais colegas e professores. Os alunos com defici?ncia intelectual expressaram a rela??o com o outro e com os objetos por meio do grafismo. Conclus?o: A abordagem da Psicomotricidade Relacional como viv?ncia da pr?tica pedag?gica educativa nas aulas de educa??o f?sica possibilitou a inclus?o dos estudantes com defici?ncia intelectual, propiciando a eles ? aceita??o das diferen?as corporais, intelectuais, morais, emocionais e a compreens?o da relev?ncia do processo inclusivo. / Introduction: Relational Psychomotricity (PR) was developed in the 1970s by French physical education teachers Andr? Lapierre and Bernard Aucouturier. It is an educational practice that uses the symbolic game in the action of spontaneous play for the integral development and the autonomy of the subject. Objective: To analyze the process of inclusion of people with intellectual disabilities in school physical education, through the PR educational practice. Methodology: This is a "participant" research in a non-probabilistic way, and a kind of sampling for convenience. Data were collected with a group of 36 students from the 7th grade of elementary school II of a municipal public school in Natal-RN, and having 3 students with intellectual disabilities. The collection instruments of this research were 1 SONY Cyber-shot digital camera, 2 NG-100 sports digital camcorders, Sampaio anamnesis (2010), the spontaneous reports of the students, the spontaneous and reflexive reports of the teachers. Eight physical education classes were held with the symbolic game of Relational Psychomotricity, once a week, during a two-month period. A qualitative analysis of the data was performed, including coding, decoding, interpretation and construction of the theoretical framework. Results: In the eight classes the inclusive process happened gradually in a spontaneous non-directive form, illustrated in the photographs and audiovisual. The students were able to perceive the pedagogical and / or social inclusion and to experience it. In the spontaneous and reflective reports of teachers, pedagogical and / or social inclusion occurred freely. Regarding the students' spontaneous reports, the contents of the students with intellectual disabilities were expressed in the relationship with other colleagues and teachers. Students with intellectual disabilities expressed their relationship with each other and with objects through graphics. Conclusion: The approach of Relational Psychomotricity as an experience of educational pedagogical practice in physical education classes allowed the inclusion of students with intellectual disabilities, providing them with the acceptance of the corporal, intellectual, moral and emotional differences and the comprehension of the relevance of the inclusive process.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-06-02T22:55:33Z No. of bitstreams: 1 RafaelDeGoisTinoco_DISSERT.pdf: 10327042 bytes, checksum: 39fa2f3545eaab47558de2229216433f (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-06-09T23:06:51Z (GMT) No. of bitstreams: 1 RafaelDeGoisTinoco_DISSERT.pdf: 10327042 bytes, checksum: 39fa2f3545eaab47558de2229216433f (MD5) / Made available in DSpace on 2017-06-09T23:06:51Z (GMT). No. of bitstreams: 1 RafaelDeGoisTinoco_DISSERT.pdf: 10327042 bytes, checksum: 39fa2f3545eaab47558de2229216433f (MD5) Previous issue date: 2017-03-06 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / A presente disserta??o nasceu de uma inquieta??o sobre os usos dos aparatos audiovisuais na escola, em especial nas aulas de Educa??o F?sica. Portanto, o estudo tem como objetivo compreender como o conte?do esporte pode ser efetivado no ?mbito da Educa??o F?sica no Ensino M?dio ao dialogar com a linguagem cinematogr?fica, atrav?s dos preceitos da m?dia-educa??o. Partiu-se, pois, da seguinte quest?o de estudo: ?Como os alunos do Ensino M?dio podem estabelecer uma interlocu??o entre esporte e cinema nas aulas de Educa??o F?sica a partir de preceitos da m?dia-educa??o??. Para tanto, amparada nas Pedagogias Cr?ticas de ensino da Educa??o F?sica, no conte?do esporte, nos elementos metodol?gicos da pesquisa-a??o, na m?dia-educa??o como concep??o de ensino e campo interdisciplinar de saber e no cinema enquanto estrat?gia de ensino, foi realizada uma interlocu??o pedag?gica de um bimestre letivo nas 4 turmas do 2? Ano (2 Inform?tica e 2 Mecatr?nica) do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte Campus Parnamirim (IFRN Campus Parnamirim), tematizando o conte?do esporte nas aulas de Educa??o F?sica. Para coleta de dados foi utilizado question?rio, di?rio de campo, registros no facebook e a observa??o sistem?tica das aulas. As justificativas consistiram no caminhar por novas formas de ensinar na Educa??o F?sica, no esfor?o de superar as concep??es t?picas de ensino do esporte, ambicionando a amplia??o do conhecimento sobre/com eles, angariado pelos princ?pios da m?dia-educa??o e pelo cinema enquanto estrat?gia de ensino, bem como na contribui??o ao acervo de trabalhos com essa mesma proposta, visto a t?mida produ??o acad?mica. Como principais resultados, obtivemos o aumento do tempo e do espa?o das aulas, atrav?s do relacionamento nos grupos via facebook diariamente, o trabalho colaborativo nas aulas e na produ??o final, o acesso cr?tico e criativo do conte?do esporte pelos educandos, alicer?ado pela m?dia-educa??o e pelo cinema enquanto estrat?gia de ensino, fugindo das aulas de car?ter esportivizado, assim como, a partir do reconhecimento dos processos pedag?gicos por parte dos alunos, a materializa??o de um planejamento significativo e inovador, que influenciou de forma positiva no processo de ensino-aprendizagem do conte?do esporte. / The present dissertation was born of a concern about the uses of audiovisual devices in school, especially in Physical Education classes. Therefore, the study aims to understand how sports content can be implemented within the scope of Physical Education in High School when dialoguing with the cinematographic language, through the precepts of media-education. The study question was: ?How can high school students establish a dialogue between cinema and sports in the classes of Physical Education based on precepts of media-education??. To this end, based on Critical Education Pedagogies of Physical Education, sport content, methodological elements of action research, media-education as a teaching conception and interdisciplinary field of knowledge and cinema as a teaching strategy, a dialogue was held (2 Informatics and 2 Mechatronics) of the Instituto Federal do Rio Grande do Norte Campus Parnamirim (IFRN Campus Parnamirim), thematizing the sport content in the classes of Physical Education. For data collection, a questionnarie, field diary, facebook logs and systematic observation of the classes were used. The justifications consisted in walking throught new ways of teaching in Physical Education, in the effort to overcome the typical conceptions of sports teaching, aiming to increase the knowledge about/with them, raised by the principles of media-education and cinema as a teaching strategy. As well as in the contribution to the collection of works with this same proposal, given the timid academic production. As a main result, we increased the time and space of the classes, through the relationship in the groups via facebook daily, the collaborative work in the classes and in the production, the critical and creative access of the sports content by the students, supported by the media-education and the cinema as a teaching strategy, avoiding sports classes, as well as, based on the recognition of pedagogical processes by the students, the materialization of a significant and innovative planning, wich had a positive influence on the teaching-learning process of sports content.

Made available in DSpace on 2015-04-14T13:53:46Z (GMT). No. of bitstreams: 1 438225.pdf: 73548 bytes, checksum: c7688f9e8bf9985f44b6289b37f9c24c (MD5) Previous issue date: 2012-03-20 / Introdu??o:O impacto da atividade f?sica regular e/ou irregular na composi??o corporal, massa e for?a muscular de idosos s?o ainda pouco estudadas. Objetivo: Foi realizado um estudo comparando for?a, massa muscular e outras vari?veis de fun??o f?sica entre idosos regularmente e irregularmente ativos classificados pelo International Phisical Activity Questionnnaire (IPAQ). M?todo: estudo transeversal. Este estudo foi realizado no Ambulat?rio do Servi?o de Geriatria do Hospital S?o Lucas da Pontif?cia Universidade Cat?lica do Rio Grande do Sul (PUCRS) Brasil, com 75 idosos (14 homens e 61 mulheres) que praticavam Atividade F?sica Regular (RAT=10) ou Irregular (IRA=65). Vari?veis bioqu?micas, antropom?tricas, massa muscular, for?a e mobilidade foram avaliadas. Resultados: O perfil de press?o arterial, glicose e lip?deos foram semelhantes entre os grupos (p> 0,05). N?o foram encontradas diferen?as significativas nas vari?veis antropom?tricas, massa musculoesquel?tica e for?a entre os dois grupos (p> 0,05). No entanto, no IAT foi obtido um melhor desempenho no teste TUG que do dos idosos RAT (p< 0,08). Esse resultado foi independente de sexo e idade (p= 0,017). Conclus?o: Nosso estudo mostrou que a Atividade F?sica, embora realizado de forma irregular pode ajudar os idosos a manter par?metros seguros de forca, bioqu?micos, antropom?tricos e muscular, bem como, evitar quedas.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2017-10-31T00:06:01Z No. of bitstreams: 1 Disserta??o final.final.pdf: 1174050 bytes, checksum: 41d2ab0bf1c26d061741c869e1077a85 (MD5) / Made available in DSpace on 2017-10-31T00:06:01Z (GMT). No. of bitstreams: 1 Disserta??o final.final.pdf: 1174050 bytes, checksum: 41d2ab0bf1c26d061741c869e1077a85 (MD5) Previous issue date: 2016-07-13 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The object of study and analysis of this research are the articles published in the Thematic Working Group Inclusion and Difference proceedings Inclusion and Difference of the Brazilian Congress of Sports Sciences, between 2003 and 2013. The general objective is to identify the epistemological bases present in the production of knowledge in Physical Education, from the annals of the mentioned Thematic Working Group, and how these bases respond to the issue of inclusion of students with disabilities. For this purpose, we present how to constitute the relationship between the characterization of the research, the main issues addressed and the inclusion perspectives found in each approach. Using an analytical tool in consonance with the paradigmatic matrix, that points out the technical, methodological, theoretical and epistemological levels. This methodological procedure made it possible to realize, in the 31 articles analyzed, that 90% used the Phenomenological-Hermeneutic approach and 10% used the Critical-Dialectic approach, and has not identified any article used the Empirical-Analytical approach. We found that each level of the instrument used for analysis of the articles made evident the predominance of the approach taken, in other words, in the articles in which the Phenomenological-Hermeneutic approach was predominant, it was observed that the discussion is focused on understanding the phenomena and where these have as a base. In the articles using the Critical-Dialectic approach we note that the discussion was taking as a basis the issues of social context and its alternative processing. Given the limitations found in this research, both personal and time to deepen some debate, it is necessary that further research be done in order to expand and advance the contributions in the knowledge production of physical education, and exclusion / inclusion, pointing out the various conflicts that implies in this context. / Esta pesquisa tem como fonte de estudo e an?lise os artigos publicados nos anais do Grupo de Trabalho Tem?tico Inclus?o e Diferen?a do Congresso Brasileiro de Ci?ncias do Esporte (CONBRACE), entre os anos de 2003 e 2013. O objetivo geral ? identificar as bases epistemol?gicas presentes na produ??o do conhecimento em Educa??o F?sica, a partir dos anais do citado Grupo de Trabalho Tem?tico (GTT), e como estas bases respondem ? quest?o da inclus?o de alunos com defici?ncia. Com este intuito, apresentamos como se instituem as rela??es entre a caracteriza??o da pesquisa, as principais tem?ticas abordadas e as perspectivas de inclus?o em cada abordagem encontrada. Utilizando um instrumento de an?lise em conson?ncia com a matriz paradigm?tica, que aponta os n?veis t?cnico, metodol?gico, te?rico e epistemol?gico. Este procedimento metodol?gico possibilitou perceber nos 31 artigos analisados, que 90% utilizaram a abordagem Fenomenol?gica-Hermen?utica e 10% a abordagem Cr?tico-Dial?tica, sendo que n?o foi identificado nenhum artigo que utilizou a abordagem Emp?rico-Anal?tica. Verificamos que cada n?vel do instrumento utilizado para an?lise dos artigos deixou evidenciada a predomin?ncia da abordagem adotada, ou seja, nos artigos em que a abordagem Fenomenol?gica-Hermen?utica foi predominante, foi poss?vel observar que a discuss?o ? centrada na compreens?o dos fen?menos e onde estes t?m como base. Nos artigos em que utilizaram a abordagem Cr?tico-Dial?tica, constatamos que a discuss?o tomava como base as quest?es do contexto social e as alternativas de transforma??o deste. Diante das limita??es encontradas nesta pesquisa, tanto pessoais quanto de tempo para aprofundar alguns debates, se faz necess?rio que outras pesquisas sejam feitas na perspectiva de ampliar e avan?ar nas contribui??es da produ??o do conhecimento da Educa??o F?sica, da exclus?o/inclus?o apontando os diversos conflitos que implicam neste contexto.

Made available in DSpace on 2016-04-04T18:33:05Z (GMT). No. of bitstreams: 1 Nestor Bertini Junior.pdf: 475518 bytes, checksum: 3ac042dc2f3051ffa0a4dccd35dc8f70 (MD5) Previous issue date: 2012-02-17 / This research has as a central point of investigation how the changes occurred in the physical education area have been changing the teacher conception and his pedagogical practice. Historically, the enphasis on the body had been related to inferior and less valorized topics while intelectual subjects had been considered superior. With the Lei de Diretrizes e Bases da Educa??o Nacional , from 1996, people can see an educational advance for the physical education, which is now considered a curricular component, as the other subjects, it s not seen as an extracurricular subject anymore. Inside this new conception, the phisical education has been through important changes which have influenced the pedagogical practices and the way teachers see the area ant its practice. This is a qualitative research, with field investigation, interviewing four public physical education teachers who have different years of experience in the area. Dates were colected through interviews, evolving a great interaction among researcher and teachers. This procedure is based on some steps, recurrent interviews and transcriptions and the categorization of the dates after each of them. The subjects participate completing, changing and explaining information. The results allowed us to realize that the changes occurred in the physical education area, in the view of the interviewed teachers, can influence students in their initial formation, going through the workplace conditions and the way pedagogical practice is organized, as well as that they can influence the valorization of the subject and its teacher. / Esta pesquisa tem como quest?o central investigar de que maneira as mudan?as ocorridas na ?rea da educa??o f?sica v?m marcando a concep??o do professor e a sua pr?tica pedag?gica. Historicamente a ?nfase no corpo esteve relacionada a planos inferiores, menos valorizados. Por outro lado, o intelecto a planos, qualitativamente, superiores. Com a Lei de Diretrizes e Bases da Educa??o Nacional de 1996 observa-se um avan?o para a educa??o f?sica, que passa a ser considerada um componente curricular como os demais, deixando de ser uma atividade extracurricular. Diante deste cen?rio, destaca-se que a educa??o f?sica passou por importantes mudan?as, que marcaram as pr?ticas pedag?gicas, influenciando a forma como professores concebem a ?rea e sua pr?tica. Trata-se de uma pesquisa qualitativa, envolvendo uma investiga??o de campo, com quatro professores de educa??o f?sica do ensino p?blico com tempo de formado e de doc?ncia diferentes. Os dados foram coletados por meio de entrevistas recorrentes, envolvendo grande intera??o entre pesquisador e sujeitos. Este procedimento baseia-se em algumas etapas de entrevistas e transcri??es com a categoriza??o dos dados ap?s cada uma delas. Os sujeitos participam ativamente completando, alterando e esclarecendo informa??es. Os resultados possibilitaram identificar que as mudan?as ocorridas na ?rea da Educa??o f?sica, na vis?o dos docentes investigados, influenciam desde os aspectos relacionados ? forma??o inicial, passando pelas condi??es de trabalho na escola e pela forma de organizar a pr?tica pedag?gica, bem como influenciam na valoriza??o tanto da ?rea como do pr?prio docente.

Submitted by Isabel Cristina Santana (icns@uefs.br) on 2015-05-09T06:57:40Z No. of bitstreams: 1 Jaderson Silva Barbosa.pdf: 500076 bytes, checksum: 7565523bc67f6534fa752bd31d6edd2b (MD5) / Made available in DSpace on 2015-05-09T06:57:40Z (GMT). No. of bitstreams: 1 Jaderson Silva Barbosa.pdf: 500076 bytes, checksum: 7565523bc67f6534fa752bd31d6edd2b (MD5) Previous issue date: 2014-05-12 / This study was an Action Research involving an action extension, the Forward Program: Citizen Action ( PEAC ), State University of Feira de Santana, Bahia and had as its object of study, the Sports School project that cared for children from 9 to 14 years residents of neighborhoods Campo Limpo and Novo Horizonte. Research problems were jointly constructed between actors and social and directed to answer the following questions authors: what are the phenomena that influence or influenced the construction of the conception of sport stakeholders and social actors involved in the PEAC? As the PEAC in its relations involving their intervention (action research), takes a critical-reflexive appropriation of knowledge and experience of the body in culture / with sports? There PEAC contribution in sports training and civic education of the students enrolled in the School of Sport this program? A significant contribution of the PEAC, in order to allow for social change in reality in the context where the program was implemented? To answers these questions, the study proposed a critical perspective, however, without making epistemic entrenchments, using contributions of theoretical frameworks in the field of Physical Education to discuss about physical culture and sport, in addition to the discussion of university extension. The analysis of data extracted from statements made by the subjects involved in the actions of the program (families, students, teachers and scholars of the program) were tabulated, organized and described using the technique of the Collective Subject Discourse. The main results of this Action Research highlights are proposing to reorganize the teaching (and learning as a result of) the sport in higher education and in social projects, a critical perspective, using various bodily expressive possibilities in an integrative action capable of initiating paradigm shifts in educational arenas, proposing social change in reality where social actors and authors are entered and recognizing the limitations regarding the extent of the changes. Furthermore, experiments with the PEAC, especially the Sports School project , which brought elements propose disruptions and contributions in micro dimensions ( sport , physical education and his theories) and macrostructural (model of society, public policy and extension), both permanently interconnected . / Este estudo foi uma Pesquisa-A??o que envolveu uma a??o de extens?o, o Programa Encaminhar: A??o Cidad? (PEAC), da Universidade Estadual de Feira de Santana-Bahia e teve como objeto de estudo o projeto Escola de Esportes que atendia crian?as de 9 a 14 anos moradores dos bairros Campo Limpo e Novo Horizonte. Os problemas de investiga??o foram constru?dos conjuntamente entre os atores e autores sociais e direcionados a responder os seguintes questionamentos: quais os fen?menos que influenciam ou influenciaram a constru??o da concep??o de esporte dos atores e autores sociais envolvidos no PEAC? Como o PEAC, em suas rela??es que envolveram a sua interven??o (pesquisa e a??o), prop?e uma viv?ncia e apropria??o cr?tica-reflexiva dos saberes da cultura corporal no/com o esporte? Qual a contribui??o do PEAC na forma??o esportiva e cidad? dos alunos matriculados na Escola de Esporte deste programa? Existe contribui??o significativa do PEAC, no sentido de possibilitar para a transforma??o social na realidade no contexto onde foi implementado o Programa? Para as respostas estas quest?es o estudo prop?s, numa perspectiva cr?tica, contudo, sem fazer entrincheiramentos epistemol?gicos, utilizar contribui??es de referenciais te?ricos da ?rea da Educa??o F?sica que discuti sobre cultura corporal e esporte, al?m da discuss?o sobre a extens?o universit?ria. A an?lise dos dados extra?dos de depoimentos produzidos pelos sujeitos envolvidos nas a??es do programa (familiares, alunos, professores e bolsistas do programa) foram tabulados, organizados e descritos utilizando a t?cnica do Discurso do Sujeito Coletivo. Como principais resultados desta Pesquisa-A??o destacam-se a proposi??o em reorganizar o ensino (e como consequ?ncia o aprendizado) do esporte no ensino superior e em projetos sociais, numa perspectiva cr?tica, utilizando diversas possibilidades corporais expressivas, em uma a??o integradora capaz de iniciar mudan?as de paradigmas em espa?os de forma??o, propondo transforma??o social na realidade onde os atores e autores sociais est?o inseridos e reconhecendo as limita??es no que diz respeito a amplitude das mudan?as. Al?m disto, as experi?ncias com o PEAC, especialmente o projeto Escola de Esportes, trouxeram elementos que prop?em rupturas e contribui??es em dimens?es micro (conceitos sobre o esporte e suas rela??es com as teorias e pr?ticas da Educa??o F?sica) e macroestruturais (modelo de sociedade, pol?tica p?blica e a extens?o), ambas, permanentemente interconectadas.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-09-09T13:45:03Z No. of bitstreams: 1 2011 - Jeimis Nogueira de Castro.pdf: 1379266 bytes, checksum: 4939cf8819422b5b824cddb953a7620d (MD5) / Made available in DSpace on 2016-09-09T13:45:03Z (GMT). No. of bitstreams: 1 2011 - Jeimis Nogueira de Castro.pdf: 1379266 bytes, checksum: 4939cf8819422b5b824cddb953a7620d (MD5) Previous issue date: 2011-09-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research sought to investigate the contribution of physical education for vocational agricultural high school. To perform these investigations, we followed a theoretical foundation supported by theories of transformative education in society, understanding the school as a mediating body, which through its pedagogical action could establish relations of reciprocity between individuals and society, discuss the reality and work social contradictions in order to modify them. Participated in this study 65 students and 03 teachers from the "Instituto Federal Fluminense - Campus Bom Jesus" and "Col?gio Estadual Rei Alberto I". We aimed as an object of this study the analysis of Physical Education practice in the institutions of vocational agricultural high school in the State of Rio de Janeiro from the perspective of a transformative education. We used a methodology with a qualitative approach with an exploratory, seeking an understanding of the society reality. Data were collected through questionnaires with closed questions, because this instrument allows to reach quickly and simultaneously more people; to ease some of the same disadvantages, we used an opening question. By applying the questionnaires, we had as a goal get information that raised some questions in theoretical foundation, which was worked on content in physical education classes, the perception of the body, the activities worked in the classroom, the teacher's role and the perception of physical education in relation to other disciplines present in the school curriculum. The results we got were that the prospects of education that most often appear in the speeches of the subjects included in the survey are linked to liberal education theories, that act to enhance and / or maintaining the existing society. We also identified that when we cross the information from questionnaire responses of teachers with the students, there are some variations, showing that not always the goals of teachers are perceived and affected the way they plan. The prospect of Physical Education Transforming appeared only in the speeches of teachers, showing that there is an attempt by them to develop an awareness of further work by the students, making them more involved in the exercise of a social practice conscious and less alienating. Regarding the perception of physical education in relation to other disciplines present in the school curriculum, the view of survey is positive, understanding the physical education as a discipline that conveys relevant content and contributes to the formation of critical students. We conclude our survey, with the certainty that investigating this issue goes beyond that, explaining that we did not intend just to answer questions that deserve a constant critical review, but we seek to indicate some ways, that in the future deserve to be taken up in other studies / Esta pesquisa procurou investigar a contribui??o da Educa??o F?sica Escolar para o ensino profissional agr?cola de n?vel m?dio. Para realizarmos essas investiga??es, buscamos uma fundamenta??o te?rica sustentada pelas teorias da educa??o transformadoras da sociedade, entendendo a escola como uma inst?ncia mediadora, que por meio de sua a??o pedag?gica pode estabelecer rela??es de reciprocidade entre os indiv?duos e a sociedade, podendo problematizar a realidade e trabalhar as contradi??es sociais, para modific?-las. Participaram dessa pesquisa 65 estudantes e 03 docentes, do Instituto Federal Fluminense ? Campus Bom Jesus e do Col?gio Estadual Rei Alberto I. Tivemos como objetivo desse estudo analisar a pr?tica da disciplina Educa??o F?sica nas institui??es de ensino profissional agr?cola de n?vel m?dio do Estado do Rio de Janeiro sob a ?tica de uma educa??o transformadora. Para isso, utilizamos uma metodologia com abordagem qualitativa, com uma pesquisa explorat?ria, buscando uma compreens?o da realidade vivida socialmente. Os dados foram coletados por meio de question?rios com perguntas fechadas, pelo fato desse instrumento permitir alcan?ar de forma r?pida e simult?nea mais pessoas; para amenizar algumas desvantagens do mesmo, utilizamos uma pergunta aberta. Ao aplicarmos os question?rios, tivemos como meta, levantar informa??es de alguns questionamentos que levantamos na fundamenta??o te?rica, que foi sobre os conte?dos trabalhados nas aulas de Educa??o F?sica; a percep??o sobre o corpo; as atividades trabalhadas na sala de aula; o papel do professor e a percep??o da Educa??o F?sica em rela??o ?s outras disciplinas presentes no curr?culo escolar. Os resultados que chegamos foram que as perspectivas de educa??o que mais aparecem nos discursos dos sujeitos inclu?dos na pesquisa, s?o as ligadas ?s teorias liberais da educa??o, que atuam de forma a aprimorar e/ou manter a sociedade vigente. Identificamos tamb?m que quando cruzamos as informa??es das respostas dos question?rios dos docentes com as dos discentes, h? algumas varia??es, mostrando que nem sempre os objetivos dos professores s?o percebidos e atingidos da maneira que eles planejam. A perspectiva de Educa??o F?sica Transformadora apareceu apenas nos discursos dos professores, mostrando que h? uma tentativa por parte deles de desenvolverem um trabalho de aprofundamento das consci?ncias dos estudantes, tornando-os mais participativos no exerc?cio de uma pr?tica social consciente e menos alienante. Quanto ? percep??o da Educa??o F?sica em rela??o ?s demais disciplinas presentes no curr?culo escolar, a vis?o dos participantes da pesquisa ? positiva, entendendo a Educa??o F?sica como uma disciplina que transmite conte?dos relevantes e contribui para a forma??o cr?tica dos estudantes. Conclu?mos nossa pesquisa, com a certeza de que essa tem?tica investigada n?o se esgota aqui, esclarecendo que n?o tivemos a pretens?o de responder quest?es que merecem uma constante revis?o cr?tica; apenas, buscamos indicar alguns caminhos, que futuramente mere?am ser retomados em outras pesquisas

Submitted by Kelson Anthony de Menezes (kelson@ucb.br) on 2016-11-03T12:31:51Z No. of bitstreams: 1 NathaliaFerreiraCamarcoDissertacao2016.pdf: 487096 bytes, checksum: 541fd08fa9f79c48d28bb15be0b9861d (MD5) / Made available in DSpace on 2016-11-03T12:31:51Z (GMT). No. of bitstreams: 1 NathaliaFerreiraCamarcoDissertacao2016.pdf: 487096 bytes, checksum: 541fd08fa9f79c48d28bb15be0b9861d (MD5) Previous issue date: 2016-02-11 / MMA championships are bounded by weight category. Athletes re usually mantain bodyweight above the limit of category and pratice rapid wight loss for the weight-in moment, with subsequent weight regain until the moment of the combat. Therefore, the aim of this study was to investigate hidration status, immue parameters, and isometric strenght in professional MMA fighters who underwent smaller (group 1, n = 6) or greater (group 2, n = 6 ) rapid weight loss in two momwnts: at weigh-in and immediately prior to the competition. We used blood tests to quantify the total and differential leukocyte count,, handgrip strength test and verified variation among the usual weight and weight at the time of the fight. Groups were divided establishing percentile 50%, considering delta perceptual of weight loss from the usual weight and weigh-in weight. Even after verify normality of the sample distributionby the Shapiro-Wilk test, we decided to use non-parametric statistical analysis, given the fact the sample size. We used Mann-Whitney test to verify thedifference between groups and Wilcoxon test to verify the difference between moments. . Values are expressed as median, mean ?? standard deviation. The median and the average percentage of weight loss delta are statistically different between the groups (p???0,05). Group 1: median = 5.54, mean = 6.45 ?? 3.98%, and Group 2: median = 12, 99, mean = 14.23 ?? 2.52%. The groups are homogeneous in the following variables: age (Group 1: median = 22, mean = 26.5 ?? 11.30 years; Group 2: median = 27, mean = 27.5 ?? 2.35 years); height (Group 1: median 174.5, mean = 176.8 ?? 0.06 cm; Group 2: median = 176, mean = 177.2 ?? 0.04 cm); BMI (Group 1: median = 25.17, mean = 25.23 ?? 2.71 kg / m 2, Group 2: median = 25, 06, mean = 25.54 ?? 1.26 kg / m2) body weight (Group 1: median 78.5, mean = 78.67 ?? 6.15 kg; Group 2: median 79.0, mean = 80.17 ?? 4,83kg). Between groups, we observed total leukocytes decreased in Group 1 (median = 8850, 11450 = maximum value, minimum value = 4850, mean = 8408.44 ?? 2585.6 mm3) compared to Group 2 ( median = 8300, maximum = 17400, minimum value = 4200, mean = 9208.3 ?? 4732.1 mm3) at the of weigh-in, with statistically significant difference (p <0.05).No significant differences between groups and moments were found for neutrophils, lymphocytes and neutrophil/lymphocyte ratio. Furthermore, no significant differences were observed on absolute and relative isometric handgrip strength between groups and moments. In conclusion, greater rapid wight loss can transiently downregulate immune parameters. We elucidate the needin of rules to determinate maximum values of weight loss and regain prior to championships. / As competi????es de MMA s??o delimitadas por categorias de peso. Grande parte dos atletas costuma manter seu peso corporal usual acima do limite da categoria que lutam, perdendo grande quantidade de peso para a pesagem, com subsequente recupera????o do peso perdido at?? o momento da luta. Portanto, o objetivo do presente estudo foi verificar, no momento da pesagem e imediatamente anterior ?? competi????o, a hidrata????o, par??metros imunes, e desempenho em lutadores profissionais de MMA que realizaram perda de peso r??pida pr??-competitiva, em menor (Grupo 1, n = 6) ou maior (Grupo 2, n = 6) escala, por meio de an??lises sangu??neas para quantifica????o total e diferencial de leuc??citos, for??a de preens??o palmar e varia????o entre o peso usual e peso no momento da luta. A divis??o dos grupos foi feita estabelecendo percentil 50%, considerando o delta percentual de perda de peso entre o peso usual e peso de pesagem. Mesmo ap??s verifica????o da normalidade da distribui????o da amostra por meio do teste Shapiro Wilk optou-se por utilizar an??lise estat??stica n??o param??trica U de Mann-Whitney para verificar a diferen??a de m??dias entre os grupos e teste de Wilcoxon para verificar a diferen??a entre momentos, haja visto o tamanho da amostra. Os valores est??o expressos em mediana, m??dia ?? desvio padr??o. As medianas e as m??dias do delta percentual de perda de peso foram estatisticamente diferentes (p???0,05) entre os grupos, sendo que no Grupo 1: mediana = 5,54, m??dia = 6,45 ?? 3,98% e no Grupo 2: mediana = 12,99, m??dia = 14,23 ?? 2,52%. Os grupos apresentam valores homog??neos nas seguintes vari??veis: idade (Grupo 1: mediana = 22, m??dia = 26,5 ?? 11,30 anos; Grupo 2: mediana = 27, m??dia = 27,5 ?? 2,35 anos); estatura (Grupo 1: mediana = 174,5, m??dia = 176,8 ?? 0,06 cm; Grupo 2: mediana = 176, m??dia = 177,2 ?? 0,04 cm); IMC (Grupo 1: mediana = 25,17, m??dia = 25,23 ?? 2,71 kg/m2; Grupo 2: mediana = 25, 06, m??dia = 25,54 ?? 1,26 kg/m2), peso corporal usual (Grupo 1:mediana = 78,5, m??dia = 78,67 ?? 6,15 kg; Grupo 2:mediana = 79,0, m??dia = 80,17 ?? 4,83kg). Em compara????o entre os dois grupos, observou-se valores de leuc??citos totais diminu??dos no Grupo 1 (mediana = 8850, valor m??ximo = 11450, valor m??nimo = 4850, m??dia = 8408,44 ?? 2585,6 mm3) em rela????o ao Grupo 2 (mediana = 8300, valor m??ximo = 17400, valor m??nimo = 4200, m??dia = 9208,3 ?? 4732,1 mm3), no momento da pesagem, com diferen??a estatisticamente significativa (p<0,05) para os testes n??o param??tricos. Nos neutr??filos, linf??citos e raz??o neutr??filo/linf??cito n??o foram observadas diferen??as significativas entre os grupos e momentos. N??o foram observadas diferen??as significativas na for??a de preens??o palmar absoluta e relativa no dia da pesagem e luta entre os grupos nos momentos. Conclui-se que a perda de peso r??pida pode influenciar par??metros imunes de forma transit??ria. Salienta-se a import??ncia de regras que determinem valores m??ximos de perda e recupera????o de peso nos campeonatos.