Submitted by Kelson Anthony de Menezes (kelson@ucb.br) on 2017-03-09T13:15:57Z No. of bitstreams: 1 NoribertoBarbosadaSilvaTese2016.pdf: 1669821 bytes, checksum: 87c9c73295ea1f195b7430a914ec0f3b (MD5) / Made available in DSpace on 2017-03-09T13:15:57Z (GMT). No. of bitstreams: 1 NoribertoBarbosadaSilvaTese2016.pdf: 1669821 bytes, checksum: 87c9c73295ea1f195b7430a914ec0f3b (MD5) Previous issue date: 2016-12-06 / Introduction: Technological evolutions in the modern world have caused significant changes in the way children and adolescents perform their amusements and leisure, leading to a reduction in the level of physical activity and impairing the formation of healthy habits. There is evidence that the level of physical fitness of children and adolescents has declined over time. In this sense studies that verify the secular trend of growth and physical fitness gain importance. Objective: to analyze, through a secular tendency, changes occurred in parameters of physical fitness related to health in schoolchildren from 7 to 12 years of age in the city of Taguatinga- DF, from 1992 to 2015. Materials and Methods: The study addresses With a sample of 2,281students (1,114 males and 1,167 females), from 2001 to 2005 (years 2000) with 774 students (348 boys and 426 girls) and Year of 2015 with 370 students (187 boys and 183 girls), totaling 3,425 students (1649 boys and 1,776 girls). Body mass and height were obtained, which gave rise to the body mass index, tricipital and subscapular skinfolds, with which the percentage of fat was calculated, in addition to agility, flexibility, lower limb strength and sexual maturation. Means, deviations and frequency were analyzed. Normality was verified with Shapiro Wilks and Kolmogorov-Smirnov. In addition to the analysis of variance in case of normality and Kruskal Wallis where there was no normality. The study was approved by the Ethics Committee of the Catholic University of Brasilia under number 1,086,406. Results: Body mass, height, body mass index and fat percentage of boys and girls presented significant differences when we compared the three moments of the study. These variables showed a positive secular trend, mainly when we compare the years 1990 and the year 2015. The results also show that when compared with reference tables for ages and sex the majority are classified in unsatisfactory levels. The variables flexibility and horizontal jump presented a seculartendency negative, demonstrating a worsening of results over time. There was also worsening in the variable agility that presented a positive secular tendency. It was found that the boys in the sample are initiating the process of sexual maturation earlier than the girls. The boys presented better performance in all stages of sexual maturation, except for the variable flexibility, where the girls were better. Conclusions: In a qualitative analysis, the results of the secular trend of both physical growth and motor performance of boys and girls presented worse results when we compared the first moment of the study (1990s) with the present moment (2015). It is suggested a great attention to the objectives of the Physical Education classes at the Public School and a pedagogical supervision to the teachers who teach this discipline. / Introdu????o: As evolu????es tecnol??gicas ocorridas no mundo moderno provocaram mudan??as significativas na forma como crian??as e adolescentes realizam suas divers??es e lazer, levandoos ?? diminui????o do n??vel de atividade f??sica e prejudicando a forma????o de h??bitos saud??veis. H?? evid??ncias que o n??vel de aptid??o f??sica das crian??as e dos adolescentes tem diminu??do com o tempo. Neste sentido estudos que verifiquem a tend??ncia secular do crescimento e da aptid??o f??sica ganham import??ncia. Objetivo: analisar, por meio de tend??ncia secular, modifica????es ocorridas em par??metros da aptid??o f??sica relacionada ?? sa??de em escolares de 07 a 12 anos de idade na cidade de Taguatinga-DF, no per??odo de 1992 a 2015. Materiais e M??todos: O estudo aborda tr??s momentos distintos, de 1992 a 1995 (anos 1990) com uma amostra de 2.281 alunos(1.114 do sexo masculino e 1,167 do sexo feminino), de 2001 a 2005 (anos 2000) com 774 alunos (348 meninos e 426 meninas) e do ano de 2015 com 370 alunos (187 meninos e 183 meninas), totalizando 3.425 alunos (1649 meninos e 1.776 meninas). Foram coletados massa corporal e estatura, que deram origem ao ??ndice de massa corporal, dobras cut??neas tricipital e subescapular, com as quais foi calculado o percentual de gordura, al??m da agilidade, flexibilidade, for??a de membros inferiores e matura????o sexual. Foram analisadas m??dias, desvios e frequ??ncia. A normalidade foi verificada com Shapiro Wilks e Kolmogorov-Smirnov. Al??m da an??lise de vari??ncia em caso de normalidade e Kruskal Wallis onde n??o houve normalidade. O estudo foi aprovado pelo Comit?? de ??tica da Universidade Cat??lica de Bras??lia sob o n??mero 1.086.406. Resultados: A massa corporal, a estatura, o indice de massa corporale o percentual de gordura dos meninos e das meninas apresentaram diferen??as significativas quando comparamos os tr??s momentos do estudo. Estas variaveis apresentaram tend??ncia secular positiva, principalemtne quando comparamos os anos 1990 e o ano de 2015. Os resultados tamb??m mostram que quando comparados com tabelas referenciais para as idades e sexo a maioria est??o classificados em niveis insatisfat??rios. As vari??veis flexibilidade e salto horizontal apresentaram tendencia secular negativa, demonstrando uma piora de resultados ao longo do tempo. Tamb??m houve piora na variavel agilidade que apresentou tendencia secular positiva. Verificou-se que os meninos da amostra est??o iniciando mais cedo o processo de matura????o sexual do que as meninas. Os meninos apresentaram melhor desempenho em todos os est??gios de matura????o sexual, exceto para a variavel flexibilidade, onde as meninas foram melhores. Conclus??es: Numa an??lise qualitativa, os resultados de tendencia secular tanto de crescimento f??sico quanto de desempenho motor dos meninos e meninas apresentaram resultados piores quando comparamos o primeiro momento do estudo (anos 1990) com o momento atual (2015). Sugere-se uma aten????o muito grande aos objetivos das aulas de Educa????o F??sica a Escola P??blica e uma supervis??o pedag??gica aos professores que ministram esta disciplina.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-11-01T18:03:34Z No. of bitstreams: 1 2013 - Regis Alexsandro Taveira Teixeira.pdf: 3255104 bytes, checksum: cdf63c0d3c7029b61d95ad880519aaee (MD5) / Made available in DSpace on 2018-11-01T18:03:34Z (GMT). No. of bitstreams: 1 2013 - Regis Alexsandro Taveira Teixeira.pdf: 3255104 bytes, checksum: cdf63c0d3c7029b61d95ad880519aaee (MD5) Previous issue date: 2013-08-28 / This research aimed to analyze the daily physical education through the perception of social actors in a College of Public School Serop?dica / RJ and verify the extent to which educational policies PCN'se NCM ENEM - National Minimum Curriculum and - the State of Rio de Janeiro , from the 90s of the twentieth century , has contributed to the daily lives of Physical Education in a Public School of Serop?dica / RJ . Educational policies were chosen with the criterion of high school curriculum change . This research adopted a research approach of qualitative nature -inspired participatory research which we believe provide questions that lead us to the dialogue between the Public Policy Educational selected for research and Physical Education . The subjects who participated in this study, field research , are physical education teachers and students of the School , a public school in the state of Rio de Janeiro . The instruments used in the research were semi-structured interviews and field records , derived from observing the daily work of teachers . Data analysis was carried out Johari's about the school routine , public policy education and physical education , in constant dialogue with theoretical sources and research subjects . We note that the teachers of the college concerned using Educational Policies as : PCN 's, NCM ENEM and Minimum Curriculum - although research be conducted in the same year of its publication - in the construction of their classes , so try include what they have more than relevant to your daily life. / Esta pesquisa teve como objetivo analisar o cotidiano da Educa??o F?sica Escolar por meio da percep??o dos atores sociais em um col?gio p?blico de Ensino M?dio de Serop?dica/RJ e verificar em que medida as pol?ticas educacionais PCN?s e Matriz Curricular do ENEM - Nacional e Curr?culo M?nimo ? do Estado do Rio de Janeiro, a partir da d?cada de 90 do s?culo XX, tem contribu?do com o cotidiano da Educa??o F?sica Escolar em um Col?gio P?blico de Serop?dica/RJ. As pol?ticas educacionais foram escolhidas tendo como crit?rio a mudan?a curricular do Ensino M?dio. Esta pesquisa adotou uma abordagem de pesquisa de cunho qualitativa, com inspira??o da pesquisa participativa a qual acreditamos proporcionar quest?es que nos levem ao di?logo entre as Pol?ticas P?blicas Educacionais selecionadas para a pesquisa e a Educa??o F?sica. Os sujeitos que participaram deste estudo, em pesquisa de campo, s?o docentes de Educa??o F?sica e discentes do Ensino M?dio, em col?gio p?blico do Estado do Rio de Janeiro. Os instrumentos utilizados na pesquisa foram: entrevistas semi-estruturadas e registros de campo, fruto da observa??o no cotidiano de trabalho dos professores. A an?lise dos dados se realizou ? luz do referencial te?rico sobre o cotidiano escolar, as pol?ticas p?blicas educacionais e a educa??o f?sica escolar, em constante di?logo com fontes te?ricas e sujeitos da pesquisa. Notamos que os professores do col?gio em quest?o utilizam as Pol?ticas Educacionais, como: PCN?s, Matriz Curricular do ENEM e Curr?culo M?nimo ? apesar de a pesquisa ser realizada no mesmo ano de sua publica??o - na constru??o de suas aulas, de forma a tentar incluir o que elas t?m de mais relevante para o seu cotidiano.

Made available in DSpace on 2014-12-17T14:36:44Z (GMT). No. of bitstreams: 1 ValeriaMSSG_DISSERT.pdf: 2034765 bytes, checksum: cd7c2bd18dd5305c9b9f2fe56b011d96 (MD5) Previous issue date: 2012-09-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The present dissertation tells a proposal of based pedagogical intervention in the use of practical corporal cooperatives during lessons of physical education in intention to create situations that allow to educating to reflect on the violence and its consequences in the social relations in the school. For in such a way, we leave from the following question of study: which perspectives of the physical education to contribute to minimize the aggressive and violent attitudes of the pupils in the school? Centered in the objective to reflect on the aggressiveness, the violence and bullying in the school, the light of a theoretical recital and in the perspectives of contribution of practical the corporal cooperatives for the reduction of its effect in the pertaining to school environment, in particular in the lessons of physical education, we search among others to involve the pupils in activities that stimulated the expression of human values as solidarity, respect and cooperation. In this intention, we opt to a ethnographic study for the possibility of next interaction between investigator and the investigated one. Our research is directly on to the social aspects that involve the problems of the society in a general way, in the attempt to diminish the decurrent problems of aggression situations, that they happen in one definitive municipal school of the city of Natal/RN, the sample being constituted of pupils of 6? year of Basic Education. It analyzes the practical situations lived deeply by the pupils had revealed efficient to minimize the aggressive attitudes in the pertaining to school space, as well as it opens perspectives so that the educators deal better with such attitudes, using to advantage them to educate the pupils in the direction to stimulate the good relations. We believe that with this research, to be able to of course share with other schools our experiences in the attempt of resolution of similar problems regarding thematic of the aggressiveness, respecting the specificity of each school in particular / A presente disserta??o relata uma proposta de interven??o pedag?gica embasada na utiliza??o de pr?ticas corporais cooperativas durante aulas de educa??o f?sica, no intuito de criar situa??es que permitam ao educando refletir sobre a viol?ncia e suas consequ?ncias nas rela??es sociais na escola. Para tanto, partimos da seguinte quest?o de estudo: quais as perspectivas de a educa??o f?sica contribuir para minimizar as atitudes agressivas e violentas dos alunos na escola? Centrado no objetivo de refletir sobre a agressividade, a viol?ncia e o bullying na escola, ? luz de uma fundamenta??o te?rica e nas perspectivas de contribui??o das pr?ticas corporais cooperativas para a diminui??o dos seus efeitos no ambiente escolar, em particular nas aulas de educa??o f?sica, buscamos envolver os alunos em atividades que estimulavam a express?o de valores humanos, como solidariedade, respeito e coopera??o, entre outros. Nesse intuito, optamos por um estudo etnogr?fico, devido ? possibilidade de intera??o pr?xima entre investigador e investigado. Nossa pesquisa est? diretamente ligada aos aspectos sociais que envolvem os problemas da sociedade de uma maneira geral, na tentativa de diminuir os problemas decorrentes de situa??es de agress?o que acontecem numa determinada escola municipal da cidade de Natal/RN, sendo a amostra constitu?da por alunos do 6? ano do Ensino Fundamental. A an?lise das situa??es pr?ticas vivenciadas pelos alunos mostrou-se eficaz para minimizar as atitudes agressivas no espa?o escolar, bem como abrem perspectivas para que os educadores lidem melhor com tais atitudes, aproveitando-as para educar os alunos no sentido de estimular as boas rela??es. Acreditamos, com esta pesquisa, podermos compartilhar com outras escolas nossas experi?ncias, na tentativa de resolu??o de problemas semelhantes a respeito da tem?tica da agressividade, respeitando naturalmente a especificidade de cada escola em particular

Made available in DSpace on 2014-12-17T14:36:49Z (GMT). No. of bitstreams: 1 AlisonPB_DISSERT.pdf: 4122885 bytes, checksum: 57d761d3318e7a26e5a1ff92c525fe81 (MD5) Previous issue date: 2013-12-17 / The following study aims at the main conceptions around the body and the learning through physical education classes at school. Therefore, this research mainly presents a proposal of pedagogical intervention on physical education for Ensino M?dio, centered on the knowledge about the body as well as how to evaluate the impacts of such interventions on the students‟ learning process. In order to surround our field of investigation, this work elaborates the following study questions: a) What have students learned about the body in physical education classes in Ensino M?dio at IFRN? b) What methodological possibilities can contribute on the experience of meaningful learning processes in physical education in Ensino M?dio related to the knowledge of body aspects? Regarding to the methodology used, this ethnographic research used several instruments for data collecting like dairies, diagnostic activities, self-assessment evaluations, portfolio, filming, photographs and posts on the social network facebook. The materialization of the pedagogical intervention and all of its implications allow us to consider that the physical education classes in Ensino M?dio at IFRN, campus Parnamirim have supported meaningful experiences of learning. Also they motivate relevant discussions applicable to the students‟ everyday lives once they are supported by discussions related to the influence of media about the body of teenagers, the irregular use of steroids, massaging as a possibility of body relaxation. Also, we point out that the students had the chance to experience body activities which crossed the limits of physical education classes‟ hegemony at school, such as indoor soccer, dodgeball, volleyball, basketball and handball. Thus, the students could experience body activities beyond the limits of most common sports, which started several discussions about the juvenile universe and culture. Beside the professional and personal importance of this work, we list the scientific relevance for the production of knowledge on the educational field once the number of Works about the knowledge of the body are still only a few. This study is mainly about alternative body practices. Therefore, we consider that the knowledge about the body can and must be studied not only through alternative practices, but also in different approaches which can be attributed to body running phenomenon. Finally, we believe that the discussions hereby motivated about the matter are far from being enough, so we deliver our intention in deepening this study on forthcoming researches about the knowledge of the body in the field of physical education in Ensino M?dio / O presente estudo tem como tem?tica principal as reflex?es concebidas em torno dos conhecimentos sobre o corpo nas aulas de Educa??o F?sica na escola. Nesse sentido, a pesquisa teve como objetivo principal apresentar uma proposta de interven??o pedag?gica na Educa??o F?sica para o ensino m?dio, centrada nos conhecimentos sobre o corpo, bem como, avaliar o impacto desta interven??o na aprendizagem dos discentes. Para delimitar o campo de investiga??o, elaboramos as seguintes quest?es de estudo: a) O que os estudantes t?m aprendido a respeito dos conhecimentos sobre o corpo nas aulas de Educa??o F?sica no ensino m?dio no IFRN? b) Quais possibilidades metodol?gicas podem contribuir para a viv?ncia de aprendizagens significativas na Educa??o F?sica escolar no ensino m?dio, considerando-se os aspectos relacionados aos conhecimentos sobre o corpo? No tocante aos aspectos metodol?gicos a pesquisa caracterizou-se como etnogr?fica, na qual utilizamos diversos instrumentos para a coleta e discuss?o dos dados, como di?rio de campo, atividade diagn?stica, atividade auto-avaliativa, portf?lio, filmagem, fotos e postagens na rede social facebook. A materializa??o da interven??o pedag?gica e todas as suas implica??es advindas, nos permitem considerar que as aulas de Educa??o F?sica no ensino m?dio do IFRN, campus Parnamirim t?m corroborado com experi?ncias significativas de aprendizagem, al?m de fomentar discuss?es relevantes e aplic?veis ao cotidiano dos alunos, sendo as mesmas permeadas por reflex?es relativas a influ?ncia da m?dia sobre o corpo dos adolescentes, o uso indiscriminado dos anabolizantes, a massagem como possibilidade de relaxamento ou ativa??o corporal, dentre outras formas de refletir sobre o corpo. Destacamos ainda, que foram propiciadas aos estudantes, experi?ncias corporais que extrapolaram os conte?dos hist?ricos e hegem?nicos da Educa??o F?sica na escola, como por exemplo, futsal, queimada, voleibol, basquete e handebol. Dessa forma, os estudantes puderam vislumbrar pr?ticas corporais para al?m do esporte, que desencadearam reflex?es pertinentes ? respeito do universo e da cultura juvenil. Al?m da import?ncia pessoal e profissional deste trabalho, evidenciamos a relev?ncia cient?fica para a produ??o do conhecimento na ?rea educacional, haja vista, que o n?mero de trabalhos que discutem os conhecimentos sobre o corpo no ?mbito da Educa??o F?sica escolar ainda s?o bastante reduzidos, sendo esta reduzida produ??o voltada principalmente para as pr?ticas corporais alternativas. Dessa forma, consideramos que os conhecimentos sobre o corpo podem e devem ser vislumbrados n?o apenas nas pr?ticas alternativas, mas tamb?m, em outras tem?ticas como as diferentes abordagens que podem ser atribu?das ao fen?meno corporal da corrida. Por fim, acreditamos que as discuss?es fomentadas sobre o tema est?o distantes de serem esgotadas, por isso, manifestamos o nosso interesse em aprofundar esses estudos em pesquisas posteriores a respeito dos conhecimentos sobre o corpo no ?mbito da Educa??o F?sica no ensino m?dio

Submitted by Luis Ricardo Andrade da Silva (lrasilva@uefs.br) on 2016-01-21T22:56:27Z No. of bitstreams: 1 disserta??o Gersivania Silva.pdf: 1371283 bytes, checksum: 4fc3021758530606123f13d696aeceac (MD5) / Made available in DSpace on 2016-01-21T22:56:27Z (GMT). No. of bitstreams: 1 disserta??o Gersivania Silva.pdf: 1371283 bytes, checksum: 4fc3021758530606123f13d696aeceac (MD5) Previous issue date: 2015-10-28 / This study aims to contribute to discussions in the field of training of general teachers and of school physical education teachers. We know that to meet the emerging need for qualified teachers to work in basic education schools in Brazil , they are designed and implemented public policies for teacher training . Among these policies is the National Teacher Training Plan ( PARFOR ) which aims to offer emergency courses of undergraduate or special programs for practicing teachers for at least three years in basic education public network as provided in Article 11, item III of Decree No. 6755 of January 29, 2009 . In this work we care to study the PARFOR Bachelor's Degree in Physical Education from the State University of Feira de Santana in order to understand how to express teacher education in this context. For this we use contributions of historical and dialectical materialism. Saviani (2004 ) states that man's reflection on the reality of the problems should be: radical , accurate and set. These characteristics relate to all categories, contradiction and mediation of the methodological option of this work. This research is also characterized as critical, descriptive and according to Trivi?os (2009 ) : case study and documentary research . All sources of information presented in this material as laws aimed at education, school processes and conditions (PARFOR-EF-UEFS), make up this work in order to be to the triangulation technique in data collection Trivi?os (2009). We analyzed the data based on Bardin (2009), by means of Content Analysis. The inferential interpretation of the results was mediated by prior research on pedagogical approaches to physical education (Darido, 2003), teacher training conceptions (Saviani, 2009; FACCI, 2004) and method on historical dialectic materialism (Saviani, 2004; cattle , 2014). All this methodological course made us understand that the PPP-EF-PARFOR-UEFS unexpressed theoretical and methodological unity and to work with pedagogical approaches of physical education, which undermines the political role of educator of basic education function. Therefore, one way of establishing the political role of education is teacher training set in a world of design, vision of man and society project involving a historical-critical positioning of utilitarian education whose main goal acquisition of hand- labor to the market. / O presente estudo visa contribuir com as discuss?es no campo da forma??o de professores de educa??o f?sica escolar. Para atender ? necessidade de professores qualificados para atuar nas escolas de educa??o b?sica do Brasil, s?o elaboradas e implementadas pol?ticas p?blicas de forma??o de professores, dentre essas pol?ticas est? o Plano Nacional de Forma??o de Professores (PARFOR), que tem por objetivo ofertar cursos emergenciais de licenciaturas ou programas especiais dirigidos aos docentes em exerc?cio h? pelo menos tr?s anos na rede p?blica de educa??o b?sica, conforme consta no artigo 11, inciso III do Decreto n? 6.755, de 29 de janeiro de 2009. Nesse trabalho nos preocupamos em estudar o curso PARFOR de Licenciatura em Educa??o F?sica da Universidade Estadual de Feira de Santana a fim de compreender como se expressa a forma??o do professor nesse contexto. Para tanto, utilizamos aportes do materialismo hist?rico-dial?tico. Saviani (2004) afirma que a reflex?o do homem sobre os problemas da realidade deve ser radical, rigorosa e de conjunto. Essas caracter?sticas se relacionam ?s categorias totalidade, contradi??o e media??o da op??o metodol?gica desse trabalho. Essa pesquisa ? tamb?m caracterizada como cr?tica, descritiva e de acordo com Trivi?os (2009) um estudo de caso de natureza documental. Todas as fontes de informa??es apresentadas nesse material como leis, processos e condi??es escolares (PARFOR-EF-UEFS), comp?em esse trabalho no intuito de consistir na T?cnica da Triangula??o (TRIVI?OS, 2009). Analisamos os dados fundamentados em Bardin (2009), por meio da An?lise de Conte?do. A interpreta??o inferencial dos resultados foi mediada pela pesquisa pr?via sobre as abordagens pedag?gicas da educa??o f?sica escolar (DARIDO, 2003), concep??es de forma??o de professores (SAVIANI, 2009; FACCI, 2004) e m?todo no materialismo hist?rico dial?tico (SAVIANI, 2004; R?SES, 2014). Todo esse percurso metodol?gico nos fez compreender que o PPP-EF-PARFOR-UEFS n?o expressa unidade te?rico-metodol?gica quanto ao trabalho com as abordagens pedag?gicas da educa??o f?sica, o que compromete o papel pol?tico da fun??o de educador da educa??o b?sica.

Made available in DSpace on 2014-12-17T14:35:56Z (GMT). No. of bitstreams: 1 AgrioOCF.pdf: 1066957 bytes, checksum: a88db380b56de9fce9e1af45356967a4 (MD5) Previous issue date: 2007-10-19 / For the development of this research the following general objective has been formulated, indicator of the process of inquiry: To discuss the relation between the attitudinal and the sportive contents presented in the proposal of Curricular Lines for the Physical Education of Young and Adults in Brazil. According to the corporeity and the ludicity, questioning the formation of the professional of Physical Education and delineating the perspective for a sport andragogy that values the Being and the Life. From this general objective, the following objectives, which had given greater specificity to the investigative process, were defined: 1. To create the theoretical context from the corporeity/ludicity axis, articulating transversally sportive knowledge, aiming to contribute for a sport Andragogy; 2. To analyze the objectives proposed for the Physical Education of Young and Adults according to an elaborated theoretical reference and to the testimonies of the egresses of 2005 of the Physical Education course of the UFRN. 3. To interpret the relation between attitudinal and educative content from the academic reality lived by the egresses of the Physical Education course of the UFRN. 4. To understand the most urgent necessities of sustained formation of the egresses of 2005 for satisfactory performance with the Physical Education of Young and Adults. 5. To propose perspectives for the construction of a sport Andragogy from the corporeity/ludicity axis. In attendance to the nature of this research and as form of guiding ourselves in this epistemological adventure, the following ones had been basically and theoretically estimated. 1. Corporeity is a radiant focus, prime and main of educational criteria; 2. The task of the education must be carried through with men and not for men; 3. Man must only play with the beauty and with the beauty he only must play. ; 4. The sportive education must be based on esthetic and fair play. The adopted research approach is of a qualitative nature, using the interview procedure with a group consisting of twelve egresses of the Physical Education Course of the UFRN of the year of 2005.2 After the discussion of the results on the attitudinal objectives and content for the Physical Education for Adults and Young, the study shows nine themes presented by the investigated group as priorities for their sustained formation, aiming at the performance of the professional of Physical Education with the EJA: inclusive experiences; leisure and quality of life; relationships; body and personal care; social values; self esteem; sportive phenomenon; EJA training; attitudinal contents. As a contribution to the construction of knowledge for a Andragogy of Sports, the study presents a metaphorical structure called Galaxy of Knowledge righteous Glamor of integrating nine elements inspired by the Ode to the Sport of Pierre de Coubertin: life, beauty, justice, daring, honesty, joy; Fertility; progress; peace. At the heart of the structure of knowledge is righteous install a system that articulates five principles ludopoi?tico epistemological function of connecting with the righteous knowledge of the sport that must integrate the content attitudinal proposed for Fitness for Youth and Adults in order to facilitate the realization of their objectives proposed for this method of teaching / Para o desenvolvimento desta pesquisa, foi formulado o seguinte objetivo geral, norteador do processo de investiga??o: Discutir a rela??o entre os conte?dos atitudinais e os conte?dos esportivos apresentados na proposta de Diretrizes Curriculares para a Educa??o F?sica de Jovens e Adultos no Brasil, ? luz da corporeidade e da ludicidade, questionando a forma??o do profissional de Educa??o F?sica e delineando perspectivas para uma Andragogia do Esporte que valoriza o Ser e a Vida. A partir desse objetivo geral, foram definidos os seguintes objetivos que deram maior especificidade ao processo investigativo: 1. Construir o contexto te?rico a partir do eixo corporeidade/ludicidade, articulando transversalmente saberes esportivos, visando contribuir para uma Andragogia do Esporte. 2. Analisar os objetivos propostos para a Educa??o F?sica de Jovens e Adultos, com base no referencial te?rico elaborado e nos depoimentos de egressos do Curso de Educa??o F?sica da UFRN. 3. Interpretar a rela??o entre conte?dos atitudinais e conte?dos esportivos, a partir da realidade acad?mica vivida por egressos do Curso de Educa??o F?sica da UFRN. 4. Compreender as necessidades mais urgentes de forma??o continuada de egressos participantes do estudo para atua??o satisfat?ria com a Educa??o F?sica de Jovens e Adultos. 5. Propor perspectivas para a constru??o de uma Andragogia do Esporte a partir do eixo corporeidade/ludicidade. Em atendimento ? natureza desta pesquisa e como formas de guiarmos nessa aventura epistemol?gica foram b?sicos os seguintes pressupostos te?ricos: 1. Corporeidade ? foco irradiante, primeiro e principal de crit?rios educacionais; 2. A tarefa da educa??o deve ser realizada com os homens e n?o para os homens; 3. O homem deve jogar somente com a beleza e somente com a beleza deve jogar; 4. A educa??o esportiva deve se fundamentar na est?tica e no fair play. A abordagem de pesquisa adotada ? de natureza qualitativa, utilizando o procedimento de entrevista para um grupo constitu?do por doze egressos do Curso de Educa??o F?sica da UFRN no ano de 2005.2. Ap?s a discuss?o dos resultados sobre os objetivos e conte?do atitudinais para a Educa??o F?sica de jovens e Adultos, o estudo apresenta nove tem?ticas apontadas pelo grupo investigado como prioridades para sua forma??o continuada, visando a atua??o do profissional de Educa??o F?sica com o EJA: viv?ncias inclusivas; lazer e qualidade de vida; relacionamentos; corpo e cuidado pessoal; valores sociais; auto-estima; fen?meno esportivo; est?gio EJA; conte?dos atitudinais. Como contribui??o para a constru??o de saberes para uma Andragogia do Esporte, o estudo apresenta uma estrutura metaf?rica denominada Gal?xia dos Saberes Virtuosos do Esporte integrando nove elementos inspirados na Ode ao Esporte de Pierre de Coubertin: vida; beleza; justi?a; ousadia; honradez; alegria; fecundidade; progresso; paz. No centro dessa estrutura de saberes virtuosos instala-se um sistema ludopoi?tico que articula cinco princ?pios epistemol?gicos com fun??o de conectar os saberes virtuosos do esporte que devem integrar os conte?dos atitudinais propostos para a Educa??o F?sica de Jovens e Adultos de modo a propiciar a concretiza??o dos respectivos objetivos propostos para esta modalidade de ensino