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.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-07T20:43:48Z No. of bitstreams: 1 FabioBarretoRodriguesDissertacao2015.pdf: 3967415 bytes, checksum: f7cf99ba46734ee5644ff6b6f3b44749 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-07T20:44:08Z (GMT) No. of bitstreams: 1 FabioBarretoRodriguesDissertacao2015.pdf: 3967415 bytes, checksum: f7cf99ba46734ee5644ff6b6f3b44749 (MD5) / Made available in DSpace on 2017-04-07T20:44:08Z (GMT). No. of bitstreams: 1 FabioBarretoRodriguesDissertacao2015.pdf: 3967415 bytes, checksum: f7cf99ba46734ee5644ff6b6f3b44749 (MD5) Previous issue date: 2015-07-16 / The reduced dopamine production in Parkinson's disease (PD) substantially affects the motor skills and other primary bodily functions, including mood, cognition and functional performance. At the same time, losses occur in the autonomic nervous system. It is unknown how the autonomic function is related to these losses and whether a walking program can modify the heart rate variability (HRV) in this population. The aim of this study was to assess HRV in patients with PD and its relationship with anxiety and depression symptons, functional performance and severity of disease, and also the effect of a walking program in autonomic modulation and functional capacity. In cross- sectional phase were evaluated 26 patients (16 men / 10 women, 57.4 ?? 9.2 years) using the scales of anxiety, depression (HADS-A and HADS-D) and disease severity (UPDRS motorexamination and Hoehn and Yahrd scales). Functional performance was evaluated by the Timed Up and Go test (TUG) and three tests from the Senior Fitness Tests. These results were correlated with HRV indexes of time (RMSSD, SDNN) and frequency domain (HF, LF, LF / HF, TP, HF / TP, LF / TP) and nonlinear analysis (SampEn and DFA1) measured in sitting and standing position. The HRV variation from sitting to standing position (??? analysis) was also considered. In longitudinal phase a walking group (WG, n = 13) and a control group (CG n = 6) were formed through a randomized controlled trial. The home-based walking program had a duration of six weeks. The patients in the WG group were reassessed after 12 weeks of training. Were observed high levels of anxiety (30.7%) and depression (34.6%) in the patients evaluated. Depressive symptoms were associated to the parasympathetic activity: RMSSD (r = - 0.382; p ??? 0.05), as the activity in the both sympathetic and parasympathetic branches: LFseated (r = -0383; p ??? 0.05), LFstanding (r = -0.411; p ??? 0.05), TPstanding (r = -0, 504, p ??? 0.05) and ??? SampEn (r = -0384, p ??? 0.05). The severity and duration of illness also were negatively associated with autonomic function. RMSSDseated (r = -0.438; p ??? 0.05), SDNNseated (r = -0.452; p ??? 0.05) SDNNstanding (r = -0.602, p ??? 0.01); LFstanding (r = -0.603; p ??? 0.01); TPstanding (r = -0.504; p ??? 0.05) and LF/ TPstanding (r = -0.504; p ??? 0.05) were negatively associated with time to perform the TUG test. Other significant correlations (p ??? 0.05) of physical and functional tests and age HRV were observed . The six-weeks walking program have promoted significant changes in SampEn index (which measures the irregularity of HR data) in WG group compared to the CG group (20.47 vs -22.81%; CA and CO, respectively; p = 0.033) as well as ???SampEn measure (-22.83% vs. 18.46; WG and CG, respectively; p = 0.022), suggesting positive changes in autonomic function. At week 12, the WG group patients exhibited increased ratios of HF/TPstanding (7.0%; p = 0.017) and SampEn-standing (20.5%; p = 0.008; respectively), and reduction of the LF/HFstanding index (-10.65%; p = 0.012 ) compared to the first week, suggesting improvements in autonomic balance. There was an increase in sit-to-stand repetitions (10.50 ?? 1.93 to 13.25 ?? 1.58 repetitions; p = 0.021) and reduced time to perform the TUG test (7.34"?? 0.67 to 6.91" ?? 0.83, p = 0.002). Several HRV indices measured before walking program (SDNN, RMSSD, LF, HF, LF / TP) have shown correlations with the functional gain (r2 ranging from 0.62 to 0.81), suggesting a role of autonomic function in neuromuscular adaptation to training. It follows that HRV may work as an integrative measure and also as a peripheral marker of body's adaptability and its self-regulatory capacity, besides a practical and sensitive tool e to the disease progression. The home-based walking program have improved autonomic function of participants, often hampered by the disease. This is particularly interesting in that many bodily functions impaired in PD are mediated by autonomic function. / A redu????o da produ????o de dopamina na Doen??a de Parkinson (DP) afeta substancialmente a motricidade e outras fun????es org??nicas primordiais, como humor e a cogni????o, bem como o desempenho funcional. Paralelamente, ocorrem preju??zos no sistema nervoso aut??nomo. N??o se sabe como a fun????o auton??mica se relaciona com estes preju??zos e se um programa de caminhada pode modificar a variabilidade da frequ??ncia card??aca (VFC) desta popula????o. O objetivo deste estudo foi avaliar a VFC de pacientes com DP e a sua rela????o com os sintomas de ansiedade, depress??o, desempenho funcional e gravidade da doen??a, e tamb??m o efeito de um programa de caminhada na modula????o auton??mica e na capacidade funcional. Na etapa transversal foram avaliados 26 pacientes (16 homens/ 10 mulheres; 57,4 ?? 9,2 anos) pelas escalas de ansiedade, depress??o (HADS-A e HADS-D) e gravidade da doen??a (UPDRSexame motor e Hoehn e Yahrd). O desempenho funcional foi avaliado pelos testes Timed up and Go (TUG) e tr??s testes da bateria Senior Fitness Test. Estes resultados foram correlacionados com ??ndices da VFC no dom??nio do tempo (RMSSD, SDNN) e da frequ??ncia (HF, LF, LF/HF, TP, HF/TP, LF/TP), e an??lise n??o linear (SampEn e DFA1) aferidos na posi????o sentado e em p??. A varia????o da VFC da posi????o sentada para em p?? (valores em ??) tamb??m foi considerada. Na etapa longitudinal foram formados um grupo de caminhada (CA; n=13) e um grupo controle (CO; n=6), a partir de um ensaio cl??nico randomizado. O programa de caminhada home-based teve dura????o de seis semanas. Os pacientes do grupo CA foram reavaliados ap??s 12 semanas de treinamento. Foram observados elevados n??veis de ansiedade (30,7%) e depress??o (34,6%) nos pacientes avaliados. Os sintomas depressivos associaram-se tanto ?? atividade parassimp??tica: RMSSD (r= - 0,382; p ??? 0,05), quanto ?? atividade conjunta nos ramos simp??tico e parassimp??tico: LFsent (r= -0.383; p ??? 0,05), LFem p?? (r= -0,411; p ??? 0,05), TPemp?? (r= -0, 504; p ??? 0,05) e ?? SampEn (r= -0.384; p ??? 0,05). A gravidade e tempo da doen??a tamb??m se associaram negativamente ?? fun????o auton??mica. RMSSDsentado (r= -0,438; p ??? 0,05), SDNNsentado (r= -0,452; p ??? 0,05) e SDNNemp?? (r= -0,602; p ??? 0,01); LFemp?? (r= -0,603; p ??? 0,01); TPemp?? (r= -0,504; p ??? 0,05) e LF/TPemp?? (r= -0,504; p ??? 0,05) foram negativamente associados ao tempo no teste TUG. Outras correla????es significativas dos testes f??sico-funcionais e da idade com a VFC foram observadas. O programa de seis semanas de caminhada promoveu varia????es significativas do ??ndice SampEn (que mede a irregularidade dos dados de FC) no grupo CA em rela????o ao grupo CO (20,47 vs ???22,81%; CA e CO, respectivamente; p=0,033), assim como o ??ndice ??SampEn (-22,83 vs 18,46%; CA e CO, respectivamente; p=0,022), sugerindo mudan??as positivas na fun????o auton??mica. Na 12?? semana, os pacientes do grupo CA exibiram aumento dos ??ndices HF/TPemp?? (7,0%; p=0,017) e SampEn-em p?? (20,5%, p= 0,008), respectivamente) e redu????o do ??ndice LF/HFemp?? (-10,65 %; p=0,012) em rela????o ?? 1?? semana, sugerindo melhoras no equil??brio auton??mico. Houve aumento no n??mero de agachamentos (de 10,50 ?? 1,93 para 13,25 ?? 1,58 repeti????es; p= 0,021) e redu????o no tempo para realizar o TUG ( de 7,34??? ?? 0,67 para 6,91 ?? 0,83, p=0,002). V??rios ??ndices de VFC aferidos na tes do programa de caminhada (SDNN, RMSSD, LF, HF, LF/TP) mostraram correla????es com o ganho funcional (r2 variando de 0,62 a 0,81), sugerindo papel da fun????o auton??mica na adapta????o neuromuscular ao treinamento. Conclui-se que a VFC pode funcionar como medida integrativa e marcador perif??rico da adaptabilidade do organismo e da sua capacidade autoregulat??ria, al??m de recurso de avalia????o pr??tico e sens??vel ?? progress??o da doen??a. O programa de caminhada home-based melhorou a fun????o auton??mica dos participantes, frequentemente prejudicada pela doen??a. Isto ?? particularmente interessante na medida em que v??rias fun????es org??nicas debilitadas na DP s??o mediadas pela fun????o auton??mica.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-10T13:40:31Z No. of bitstreams: 1 VeruscaNajaradeCarvalhoCunhaTese2015.pdf: 1703847 bytes, checksum: a9661f4b3c0b28fe801235efd03b727c (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-10T13:40:39Z (GMT) No. of bitstreams: 1 VeruscaNajaradeCarvalhoCunhaTese2015.pdf: 1703847 bytes, checksum: a9661f4b3c0b28fe801235efd03b727c (MD5) / Made available in DSpace on 2017-04-10T13:40:39Z (GMT). No. of bitstreams: 1 VeruscaNajaradeCarvalhoCunhaTese2015.pdf: 1703847 bytes, checksum: a9661f4b3c0b28fe801235efd03b727c (MD5) Previous issue date: 2015-07-14 / Telomeres are composed of complex deoxyribonucleic acid and proteins located at the ends of chromosomes, formed by a short sequence of nitrogenous bases (5'-TTAGGGn -3 ') repeated several times. Are connected to a multiprotein complex called "shelterin" consists of six proteins (TRF1, TRF2, POT1, TIN2, RAP1 and TPP1) which maintains telomere homeostasis, preventing degradation. Telomeres are affected by the DNA polymerase inability fully replicate the tape 5' end of the chromosome. The results of such failure are successors shortenings with each cell division, which leads to extremely short telomeres at the end of cell division, resulting in cell senescence. Therefore telomeres are considered a potential biomarker of aging at the cellular level. The shortening of telomeres has been associated with an increased risk of developing age-related diseases such as diabetes, cardiovascular disease and obesity. In contrast, it is believed that physical exercise can attenuate the shortening rate of telomeres, even in the elderly. However, it is possible that there is a 'dose' ideal of physical exercise that can enhance this beneficial effect. The objective of this study was to analyze and compare the effects of aerobic training intensity swimming conducted in two intensity domains (high and low) on the expression of genes encoding the protective telomeric proteins (trf1 and trf2), associated proteins cellular senescence (p53 and Chek2), in addition to measuring telomere length in gastrocnemius and myocardium old mice. Sixteen animals were divided into four groups: two groups submitted to twelve weeks of physical training of swimming at low intensity (BI) and high intensity (AI) and two who remained sedentary for the same period, with a group of young animals (CONTj) and elderly animals (CONTi). Training consisted of swimming exercise three times a week, 20 minutes per session for the group AI and 40 minutes for BI with load corresponding to 3% body weight (%PC) (BI) and 6%PC (AI). An incremental test for functional evaluation was performed every four weeks to measure the maximum load (Gm??x). After the training period, animals were sacrificed for removal of tissue samples for analysis of genes expression related to telomeres. The results suggest that high intensity exercise is "teloprotetor" in the gastrocnemius tissue, since telomere length of the elderly animals did not differ from each other, however, the animals in this group (AI) had a lower expression of genes of proteins protective (trf1 and trf2) and cellular senescence (p53). These results suggest that the intensity at which the exercise is performed interfere with telomere length and that this response is tissue dependent, since the same results were not observed in cardiac tissue of animals. / Tel??meros s??o complexos compostos por ??cido desoxirribonucleico e prote??nas, localizados nas extremidades dos cromossomos, formados por uma pequena sequ??ncia de bases nitrogenadas (5???-TTAGGGn -3???) repetida diversas vezes. Encontram-se ligados a um complexo multiprot??ico denominado ???shelterin??? composto por seis prote??nas (TRF1, TRF2, POT1, TIN2, RAP1 e TPP1) que mant??m a homeostase telom??rica, prevenindo sua degrada????o. Os tel??meros s??o afetados pela incapacidade da DNA polimerase replicar completamente o final da fita 5??? do cromossomo. Os resultados de tal falha s??o sucess??veis encurtamentos a cada divis??o celular, o que leva ?? tel??meros extremamente curtos ao t??rmino das divis??es celulares, resultando na senesc??ncia celular. Sendo assim, considerados um potencial biomarcador do envelhecimento a n??vel celular. O encurtamento dos tel??meros tem sido associado a um maior risco de desenvolvimento de doen??as associadas ao envelhecimento, tais como, diabetes mellitus, doen??as cardiovasculares e obesidade. Em contrapartida, acredita-se que o exerc??cio f??sico possa atenuar a taxa de encurtamento dos tel??meros, mesmo em indiv??duos idosos. Contudo, ?? poss??vel que exista uma ???dose??? ideal de exerc??cio f??sico que possa potencializar este efeito ben??fico. Assim, o objetivo do presente estudo foi analisar e comparar os efeitos do treinamento aer??bio de nata????o realizado em dois dom??nios de intensidade (alta e baixa) sobre a express??o dos genes que codificam as prote??nas de prote????o telom??rica (trf1 e trf2), prote??nas associadas ?? senesc??ncia celular (p53 e Chek2), al??m de mensurar o comprimento do tel??mero no gastrocn??mio e no mioc??rdio de camundongos idosos. Dezesseis animais foram divididos em quatro grupos: dois grupos submetidos a doze semanas de treinamento f??sico de nata????o em baixa intensidade (BI) ou alta intensidade (AI) e dois que permaneceram sedent??rios pelo mesmo per??odo, sendo um grupo de animais jovens (CONTj) e um de animais idosos (CONTi). O treinamento consistiu do exerc??cio de nata????o, tr??s vezes por semana, 20 minutos por sess??o para o grupo AI e 40 minutos para o BI, com carga correspondente a 3% do peso corporal (%PC) (BI) e 6%PC (AI). Um teste incremental para avalia????o funcional fora realizado a cada quatro semanas para mensura????o da carga m??xima (Gm??x). Ap??s o t??rmino do per??odo de treinamento, os animais foram sacrificados para retirada de amostras de tecido para an??lise da express??o dos genes relacionados aos tel??meros. Os resultados obtidos sugerem que o exerc??cio de alta intensidade seja ???teloprotetor??? no tecido gastrocn??mio, uma vez que o comprimento do tel??mero dos animais idosos n??o diferiu entre si, embora, os animais desse grupo (AI) apresentaram uma menor express??o dos genes das prote??nas protetoras (trf1 e trf2) e da senesc??ncia celular (p53). Esses resultados sugerem que a intensidade na qual o exerc??cio ?? realizado interfere no comprimento dos tel??meros e que tal resposta ?? tecido dependente, uma vez que os mesmos resultados n??o foram observados no tecido card??aco dos animais.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-01-16T19:14:39Z No. of bitstreams: 1 JoseRibamarFerreiraJunior_DISSERT.pdf: 993388 bytes, checksum: 9d50437acb34249a3a718c039937545b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-01-22T12:24:20Z (GMT) No. of bitstreams: 1 JoseRibamarFerreiraJunior_DISSERT.pdf: 993388 bytes, checksum: 9d50437acb34249a3a718c039937545b (MD5) / Made available in DSpace on 2018-01-22T12:24:20Z (GMT). No. of bitstreams: 1 JoseRibamarFerreiraJunior_DISSERT.pdf: 993388 bytes, checksum: 9d50437acb34249a3a718c039937545b (MD5) Previous issue date: 2017-03-10 / Este trabalho come?ou a ser problematizado com as inquieta??es enquanto docente da Rede Estadual de Educa??o Profissional do Cear?, a qual oferta o Ensino M?dio Integrado em tempo integral. Tendo como proposi??o curricular o desenvolvimento do curr?culo integrado, busca-se a estrutura??o das pr?ticas educativas, a partir do rompimento da percep??o dualista entre a forma??o para o trabalho e a forma??o para ingresso na universidade. O trabalho teve como objetivo geral, identificar a configura??o da Educa??o F?sica na Rede Estadual de Educa??o profissional do estado do Cear?, bem como a compreens?o de educa??o f?sica por parte dos professores. Como objetivo espec?fico verificar em que medida o componente curricular Educa??o F?sica apresenta em sua organiza??o did?tica, os elementos que configuram a concep??o de curr?culo integrado. A pesquisa se caracteriza como um estudo de casos m?ltiplos, tendo como cen?rio a Rede Estadual de Educa??o Profissional do Cear?. Os achados dessa pesquisa indicam que a integra??o curricular ocorre principalmente no desenvolvimento de conte?dos semelhantes entre as disciplinas, partindo da Educa??o F?sica, essa inter-rela??o est? mais caracterizada com as disciplinas da forma??o geral com a ?rea das Ci?ncias da Natureza, e nas disciplinas da forma??o profissional com os dos cursos do itiner?rio formativo da sa?de. Mesmo com a identifica??o de pr?ticas significativas e, decerto, inovadoras acerca da compreens?o sobre o curr?culo integrado, bem como as pr?ticas formativas na escola, observou-se que, no contexto da disciplina de Educa??o F?sica, as interse??es entre os saberes disciplinares aliadas ? proposi??o formativa dos cursos profissionais precisam ser problematizadas de modo mais ampliado. Este cen?rio indica a necessidade de desenvolvimento de a??es did?tico-metodol?gicas na Educa??o F?sica para o Ensino M?dio Integrado, com vistas ? proposi??o de forma??o continuada constru?da em di?logo com as experi?ncias dos professores, num processo reflexivo que oportunize a uma pr?xis transformadora. / This work began to be questioned from concerns while teaching at the State Network of Cear? Professional Education, which integrated high school offering full-time, with the curriculum proposal the development of integrated curriculum in the context of structuring of educational practices from the disruption of dualistic perception between training for work and training for entry to university. Even with significant practical and certainly innovative about the understanding of the integrated curriculum and about the training practices at school, it was observed that, in the context of Physical Education, the intersections between disciplinary knowledge combined with the training proposition of professional courses need to be problematized, especially as the didactic organization in line with the curriculum integration. In this way, this study is organized primarily around the goal of identifying the configuration of Physical Education in the State of Cear? Network Professional Education, from the integrated curriculum design. Therefore, it is claimed in the fundamentals of qualitative research of exploratory and descriptive nature, against the backdrop of the State of Cear? Network Professional Education. The findings of this study indicate that the curricular integration occurs mainly in the development of similar content across disciplines in the case of Physical Education this interrelationship is more characterized with the disciplines of the area of natural sciences and the disciplines of vocational training with the the courses of formation process of health. This scenario indicates the need for development of educational and methodological actions in Physical Education for the Integrated High School, with a view to continuing education proposition built in dialogue with the experiences of teachers in a reflective process that oportunize a transformative praxis.

Made available in DSpace on 2014-12-17T14:13:58Z (GMT). No. of bitstreams: 1 CiroAMG_DISSERT.pdf: 558997 bytes, checksum: 88cebb7de07042495962e2b8c45d2da0 (MD5) Previous issue date: 2012-02-10 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Physical Education professionals are usually exposed to excessive physical workloads that evolve into painful symptomatology and muscle and bone disorders that originate from the work-related exercises. Purposo: The goal of this study was to investigate the prevalence and factors associated with pain painful symptomatology in teachers in gymnastics academies. An analytical transversal cut study was performed involving 163 gymnastics teachers working in the main gyms in the city of Salvador-BA. For evaluation of pain, validated versions in Portuguese of the McGill Protocol and the Wisconsin Pain Inventory were used. For obtain results of descriptive statistical analysis of the collected data was performed, followed by TStudent, and Pearson and Spearman correlation tests to verify possible correlations between the presence of pain and other variables which were considered independent. Finally, for the identification of potential risk factors associated with pain, a binary logistic regression analysis was performed. For all statistical analysis, we cnsidered p< 0.05. Results: The painful symptoms was reported by 88.3% of the subjects surveyed. High pain levels were observed in 63.8% of the interviewed professionals, where the intensity varied from moderate to severe. Pain in the lumbar region was present in 55.2% of subjects. Positive correlations were found between the level of pain intensity and the variables related with the workload activity and daily life of the teachers in almost all body joints analyzed. Some factors had been verified associates to the painful sintomatologia as the age of the professionals, the daily hours load of labor work, and the lack of interval of rest between the lessons. Conclusions: We found a high prevalence in gym teachers working in the city of Salvador-BA, which interfered in various daily activities of their home and professional lives. The most affected region was the lumbar region, followed by the knees, neck, shoulders, ankles, hands, hips, feet, elbows and forearms. The factors associated with development of painful symptomatology were the age of the professionals, daily hours of work and the lack of rest intervals between lessons. The high prevalence of pain in Physical Education teachers can be regarded as a serious occupational health problem, which would demand the urgent deployment of preventive intervention programs to minimize the impact of pain among these professionals / Os profissionais de Educa??o F?sica geralmente s?o expostos a excessivas cargas de trabalhos f?sicos que evoluem para o acometimento de sintomatologia dolorosa e dist?rbios musculoesquel?ticos oriundos do exerc?cio laboral. Objetivo: Investigar a preval?ncia da sintomatologia dolorosa e fatores associados em professores de academia de gin?stica. M?todos: Foi realizado um estudo anal?tico de corte transversal em 163 professores de gin?stica atuantes nas principais academias da cidade de Salvador-Ba. Para avalia??o da sintomatologia dolorosa foram usadas vers?es validadas para o portugu?s do protocolo McGill e do Invent?rio para dor de Wisconsin. Para obten??o dos resultados atrav?s da an?lise estat?stica dos dados coletados foi realizado uma an?lise descritiva, seguida dos testes TStudent e correla??o de Pearson e Spearman para analisar as poss?veis correla??es existentes entre a presen?a de dor e as demais vari?veis consideradas independentes. Para a identifica??o dos potenciais fatores de risco associados ? sintomatologia dolorosa uma an?lise de regress?o log?stica bin?ria. O valor de p < 0,05 foi considerado para toda an?lise estat?stica. Resultados: A sintomatologia dolorosa foi relatada por 88,3 % dos sujeitos pesquisados. Observaram-se n?veis elevados de dor em 63,8% dos entrevistados, onde a intensidade variou de moderada ? severa. A dor na regi?o lombar esteve presente em 55,2% dos sujeitos. Foram verificadas correla??es positivas entre o grau de intensidade da dor e as vari?veis relacionadas com a carga da atividade laboral e da vida cotidiana dos professores em quase todas as articula??es do corpo analisadas. Verificaram-se v?rios fatores associados ? sintomatologia dolorosa como a idade dos profissionais, a carga hor?ria di?ria de trabalho laboral, e a falta de intervalo de repouso entre as aulas. Conclus?es: Constatou-se uma elevada preval?ncia de dor nos professores de academias de gin?sticas atuantes na cidade de Salvador-Ba interferindo em v?rias atividades da vida cotidiana e laboral. A regi?o mais acometida foi a lombar, seguida dos joelhos, pesco?o, ombros, tornozelos, m?os, quadris, p?s, cotovelos e antebra?os. Os fatores associados ? sintomatologia dolorosa foram, a idade dos profissionais, a carga hor?ria di?ria de trabalho laboral, e a falta de intervalo de repouso entre as aulas. A elevada preval?ncia de dor nos professores de educa??o f?sica pode ser considerada como um grave problema de sa?de ocupacional, o que demandaria a necessidade urgente de implanta??o de programas de interven??o preventiva voltados para minimizar o impacto da sintomatologia dolorosa entre estes profissionais

Made available in DSpace on 2014-12-17T14:36:02Z (GMT). No. of bitstreams: 1 TerezaCBC.pdf: 424229 bytes, checksum: f07d7ab6a9b85eaf2646b82168574522 (MD5) Previous issue date: 2005-10-07 / The present study comes from inquietudes of an investigative posture assumed by a Physical Education Graduation Professor, before her educative action with undergraduate teachers. The research was done with 16 (sixteen) Kindergarten and Elementary School teachers, who teach at public schools. The referred teachers are undergraduate students of the Graduating Normal Course at Superior Educational Institute President Kennedy, in Natal/RN. The analysis and discussion of the intertwining of knowledge, within the four Pillars of Education, at the Fountain of Knowledge , is a metaphor, especially created for this study, as for its epistemological and methodological structure, guiding all the investigative process. It provided to show up the repercussion of bathing and drinking these humanizing waters of a pedagogical practice that values the Being, aiming his self-transcendence. The conclusions obtained were the following: 1) The professor, while bathing himself in the Fountain of Life Knowledge, reflects his personal and professional life, recalling feelings and emotions that through time were forgotten, but as they were remembered and lived again, impulse people towards humanity. 2) While bathing himself at the Fountain of Life Knowledge, the professor realizes he is awoken to humane knowledge, caring about his practices, which he develops in the classroom. Practices he considers the learning of knowing, of doing, of living together, and of learning how to be, having and integrated form on the Being. 3) When the worries about the developing of the Being exist coming from the undergraduate teacher there is a practice the shows up the web of corporeity knowledge knowing how to play, how to create, how to feel, how to think, and how to humanize. 4) The presence of the professional of Physical Education, with knowledge and experience of the budgets of corporeity, is essential in the process of graduating the Kindergarten and first years of Elementary School undergraduate teacher, for he, the former, has a huge responsibility as to the learning and developing of the educational process the humanizing developing of the Being In a proposal of education that occurs through the whole life. 5) The Professional of Physical Education has positions to conquer, for the existent gap in the educational process, as for the understanding of the body and of corporeity in the perspective of totality, urges to be modified in name of another mankind, with full humanity / O presente estudo ? oriundo de inquieta??es de uma postura investigativa assumida por uma Professora Formadora de Educa??o F?sica, perante sua a??o educativa com professores em forma??o. A pesquisa foi realizada com 16 (dezesseis) professores de Educa??o Infantil e anos iniciais do Ensino Fundamental que lecionam em Escolas da Rede P?blica de Ensino. Os referidos professores s?o alunos do Curso Normal Superior do Instituto de Educa??o Superior Presidente Kennedy , Natal/RN. A an?lise e discuss?o do entrela?amento dos saberes atrav?s dos quatro Pilares da Educa??o, na Fonte dos Saberes da Vida, met?fora especialmente criada para este estudo como estrutura epistemol?gica e metodol?gica norteadora de todo processo investigativo, propiciou evidenciar a repercuss?o do banhar-se e do beber nessas ?guas humanescentes de uma pr?tica pedag?gica que valoriza o Ser, rumo a sua autotranscend?ncia. As conclus?es apontadas pelo estudo foram as seguintes: 1) O professor, ao banhar-se na fonte dos Saberes da Vida reflete acerca de sua vida, pessoal e profissional, resgatando sentimentos e emo??es que ao longo do tempo foram sendo esquecidos , mas que ao serem relembrados e vividos os impulsiona para a humanesc?ncia. 2) Ao banhar-se na fonte dos saberes da vida, o professor reconhece que ? despertado para os saberes humanescentes, passando a ter uma preocupa??o com a pr?tica que desenvolve em sua sala de aula. Pr?tica que considera o aprender a conhecer , aprender a fazer , aprender a conviver e aprender a ser de forma integrada no Ser. 3) Quando existe, por parte do professor em forma??o, a preocupa??o com o desenvolvimento do Ser, h? uma pr?tica que evidencia a teia dos saberes da corporeidade saber brincar , saber criar , saber sentir , saber pensar e saber humanizar-se . 4) A presen?a do profissional da Educa??o F?sica com conhecimento e viv?ncia dos pressupostos da corporeidade, ? de fundamental import?ncia no processo de forma??o de professores do Ensino Infantil e anos iniciais do Ensino Fundamental, pois ele tem uma grande responsabilidade no desenvolvimento de uma educa??o para o desenvolvimento humanescente do Ser, em uma proposta de educa??o que ocorra ao longo de toda a vida. 5) O profissional de Educa??o F?sica tem um espa?o a conquistar, pois a lacuna existente no processo educacional em rela??o a compreens?o de corpo e da corporeidade na perspectiva da totalidade, urge ser transformada em nome de uma outra humanidade, plena de humanesc?ncia