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 2016-07-26T19:26:43Z 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.

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.