Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-06T13:10:58Z No. of bitstreams: 1 CarloHenriqueGolinTese2017.pdf: 4727676 bytes, checksum: f026a79443dbc9af7764981f4d203551 (MD5) / Made available in DSpace on 2017-04-06T13:10:58Z (GMT). No. of bitstreams: 1 CarloHenriqueGolinTese2017.pdf: 4727676 bytes, checksum: f026a79443dbc9af7764981f4d203551 (MD5) Previous issue date: 2017-02-14 / The present work was developed in the city of Corumb?? in the state of Mato Grosso do Sul (Brazil), a frontier site that interacts with Bolivia. In this place there is the permanent presence of different ethnicities that transit and perpass that territory. Before this reality and its complex frontier nuances (Brazil-Bolivia), the School Physical Education is discussed in this thesis, linked to the themes such as education, cultural diversity, interculturality, ethnicity, ethnocentrism, sport and body. It should be emphasized that the region studied is influenced by the various events (macro and micro) of the social, cultural, political and economic fields, creating a mosaic of approximations, exchanges, difficulties, frictions and constraints that permeate human relations at the border, which tend to be valued, stressed and/or shared by the people who live in that place. Thus, the present study seek to understand the School Physical Education in a frontier territory, that undergoes diverse influences of its own context, resulting from national and international laws, cultural, political/diplomatic, economic, social, ethnic factors. Considering processes of approximations and prejudices existing in the region, the general objective was to examine the ethnic aspects that permeate the pedagogical actions of the School Physical Education discipline, especially observing how teachers and students describe ??? the latter from different ethnicities and identities (in some cases hybrids) ??? on corporal practices in a border school. In methodological terms the research had as background the ethnography, especially considering the complexity of articulation between the Physical Education area and the different aspects of the frontier under study. We interviewed seven teachers and 20 students (Brazilian-Bolivians) from a municipal public school (CAIC), particularly close to the border (Brazil-Bolivia) and with a greater number of students living in Bolivia who do the pendulum movement to study in Brazil. Field survey data were collected through interviews that were previously structured (script) and analyzed qualitatively (discourse analysis). Subsequently, with the information of all interviewees, it was possible to compare intragroup data (teacher X teacher / student X student) and also between groups (teachers X students). We obtained, from this, the convergences and divergences between the discourses of the respondents, particularly on the issues related to intercultural education and the sociocultural aspects in the conduction of the Physical Education discipline in the frontier region. The data analyzed indicate that there is potential in the area to collaborate in overcoming possible discriminatory processes among students, also projecting new educational issues/concerns for Physical Education teachers and other undergraduate courses, especially for those who want to consider the intercultural education in regions with international border integration. / O presente trabalho foi desenvolvido na cidade de Corumb??, no estado de Mato Grosso do Sul (Brasil), um local fronteiri??o que faz intera????o particular com a Bol??via. Neste local, existe a presen??a permanente de diferentes etnias que transitam e perpassam aquele territ??rio. ?? diante desta realidade e suas complexas nuances fronteiri??as (Brasil-Bol??via) que a Educa????o F??sica escolar ?? discutida nesta tese, vinculada a temas como educa????o, diversidade cultural, interculturalidade, etnicidade, etnocentrismo, esporte e corpo. Ressalta-se que a regi??o estudada ?? influenciada pelos diversos acontecimentos (macro e micro) dos campos social, cultural, pol??tico e econ??mico, criando um mosaico de aproxima????es, trocas, dificuldades, fric????es e constrangimentos que permeiam as rela????es humanas na fronteira, as quais tendem a ser valoradas, tensionadas e/ou compartilhadas pelas pessoas que convivem naquele local. Assim, o presente estudo buscou compreender a Educa????o F??sica escolar em um territ??rio fronteiri??o, que sofre diversas influ??ncias do seu pr??prio contexto, decorrentes das leis nacionais e internacionais, de fatores culturais, pol??ticos/diplom??ticos, econ??micos, sociais e ??tnicos. Considerando os processos de aproxima????es e preconceitos existentes na regi??o, o objetivo geral foi examinar os aspectos ??tnicos que permeiam as a????es pedag??gicas da disciplina Educa????o F??sica escolar, especialmente observando como descrevem professores e alunos ??? estes de etnias e identidades distintas (em alguns casos h??bridas) ??? sobre as pr??ticas corporais numa escola fronteiri??a. Em termos metodol??gicos, a pesquisa teve como pano de fundo a etnografia, sobretudo considerando a complexidade de articula????o entre a ??rea de Educa????o F??sica e os diferentes aspectos da fronteira em estudo. Foram entrevistados sete professores e 20 alunos (brasileiros-bolivianos) de uma escola p??blica municipal (CAIC), particularmente pr??xima ?? fronteira (Brasil-Bol??via) e com maior n??mero de discentes residentes na Bol??via, que fazem o movimento pendular para estudar no Brasil. Os dados da pesquisa de campo foram coletados atrav??s de entrevistas previamente estruturadas (roteiro) e analisadas qualitativamente (an??lise de discurso). Posteriormente, com as informa????es de todos os entrevistados, foi poss??vel comparar os dados ???intragrupos??? (docente X docente / discente X discente) e tamb??m ???intergrupos??? (docentes X discentes). Obtiveram-se, dessa forma, converg??ncias e diverg??ncias entre os discursos dos pesquisados, particularmente sobre as quest??es ligadas ?? educa????o intercultural e aos aspectos socioculturais na condu????o da disciplina Educa????o F??sica em regi??o de fronteira. Os dados analisados indicam existir potencialidades da ??rea para colaborar na supera????o dos poss??veis processos discriminat??rios entre os alunos, projetando tamb??m novas quest??es-preocupa????es educativas para os professores de Educa????o F??sica e aos demais cursos de forma????o superior em licenciatura, especialmente para os que pretendem considerar o tema da educa????o intercultural em regi??es com integra????o fronteiri??a internacional.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-10T13:06:53Z No. of bitstreams: 1 IranseOliveiraSilvaTese2016.pdf: 9426128 bytes, checksum: d895bf162b329c1f4909c6a33a1845f4 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-10T13:12:23Z (GMT) No. of bitstreams: 1 IranseOliveiraSilvaTese2016.pdf: 9426128 bytes, checksum: d895bf162b329c1f4909c6a33a1845f4 (MD5) / Made available in DSpace on 2017-04-10T13:12:23Z (GMT). No. of bitstreams: 1 IranseOliveiraSilvaTese2016.pdf: 9426128 bytes, checksum: d895bf162b329c1f4909c6a33a1845f4 (MD5) Previous issue date: 2016-03-29 / Aviation is the most effective means of transportation that exists today, serving billions of people every year. However stressors present in air travel cause autonomic changes occur, requiring the body an ability to deal with these factors. Therefore preventive and/or mitigating strategies of these effects need to be understood. The study aims to evaluate the autonomic and cardiovascular responses that occur in flight and its relationship to physical fitness. The research was done through two studies, where healthy men had the components of physical fitness: aerobic capacity, muscular strength and body fat previously evaluated; and the registration of heart rate variability (HRV) performed in a control day and a flight day. The first study 11 fighter pilots reported 3h HRV and had the level of dehydration during a test flight measured by hematocrit change. The flight lasted 1 hour and all underwent the same operating procedures. The second study, 22 passengers of commercial aviation, recorded 24h HRV and blood pressure simultaneously. The results of the study show that a supersonic flight caused a reduction in most HRV parameters during flight when compared with the control day. There is no autonomic anticipation. Entropy correlated with aerobic capacity and body fat. Dehydration generated by the flight changed HRV (RMSSD and SD1). The second study demonstrates that the commercial flight caused a reduction in most HRV parameters during flight (RMSSD; SD1; SampEn; LnHF; 1), and in 24h when compared with control day (FC; LnHF; 2). There was autonomic anticipation. The blood pressure and Rate-Pressure Product were significantly higher on the flight, with the largest increases two hours before the flight and staying elevated for up to two hours. The lower the body fat percentage and BMI, the greater the HRV during the flight day (RMSSD; LF; HF; SD1). Already the aerobic capacity the higher, the greater the HRV during the flight (LnLF; LnHF). Conclusions: The flight, in both situations and people, demanded the body autonomic responses generating significant vagal withdrawal, an increase in heart rate. The body fat and aerobic capacity, indicators of physical fitness, correlated with HRV, however differently in the two populations and situations: fighter pilots (SampEn) and passengers of commercial aviation (RMSSD; LF; HF; SD1). Dehydration generated by supersonic flight influence on HRV. The blood pressure (SBP, DBP, MAP) is influenced by virtue of flight in comparison of 24h. The autonomic changes relating correlate with aerobic capacity and body fat differently in pilots of supersonic jets and passenger commercial aircraft undergoing flight. The relative strength was not correlated with HRV parameters in any of the populations studied. / A avia????o ?? o meio de transporte mais eficaz que existe na atualidade, atendendo a bilh??es de pessoas a cada ano. Contudo, os fatores estressantes presentes nos deslocamentos a??reos fazem que altera????es auton??micas e cardiovasculares ocorram, exigindo do organismo uma capacidade de lidar com estes fatores. Por isto estrat??gias preventivas e/ou minimizadoras desses efeitos precisam ser entendidas. O estudo buscou verificar as respostas auton??micas e cardiovasculares que ocorrem em voo e sua rela????o com a aptid??o f??sica. A pesquisa deu-se por meio de dois estudos, em que homens saud??veis tiveram os componentes da aptid??o f??sica (capacidade aer??bia, for??a muscular e gordura corporal) previamente avaliadas; e o registro da variabilidade da frequ??ncia card??aca (VFC) realizado em um dia controle e em um dia de voo. No primeiro estudo 11 pilotos de ca??a registraram 3h de VFC e tiveram o n??vel de desidrata????o mensurado durante um voo de teste avaliado pela mudan??a do hemat??crito. O voo durou 1h e todos realizaram os mesmos procedimentos operacionais. No segundo estudo, 22 passageiros da avia????o comercial registraram 24h de VFC e simultaneamente ?? press??o arterial. Os resultados do estudo 1 demonstra que o voo induziu uma redu????o na maioria dos par??metros da VFC durante o voo quando comparado com o dia controle, n??o havendo antecipa????o auton??mica. A entropia amostral da FC correlacionou-se com a capacidade aer??bia e a gordura corporal. A desidrata????o gerada pelo voo alterou a VFC. O estudo 2 demonstrou que o voo comercial induziu a uma redu????o na maioria dos par??metros da VFC durante o voo, e em alguns par??metros nas 24h quando comparado com o dia controle. Houve antecipa????o auton??mica uma hora antes do voo. A press??o arterial e duplo produto foram significativamente maiores no dia do voo, tendo os maiores incrementos duas horas antes do voo e mantendo-se elevados por at?? duas horas ap??s. Quanto menor o percentual de gordura e IMC, maior a VFC durante o dia do voo. Quanto mais elevada a capacidade aer??bia, maior a VFC durante o voo. Conclus??es: o voo, em ambas as situa????es e popula????es, exigiu do organismo respostas auton??micas gerando significativa retirada vagal, com incremento da frequ??ncia card??aca. A gordura corporal e a capacidade aer??bia, indicadores da aptid??o f??sica, correlacionaram-se com a VFC, contudo de forma diferente nas duas popula????es e situa????es. A desidrata????o gerada pelo voo militar influenciou na VFC. A press??o arterial (PAS; PAD; PAM) sofre interfer??ncia em virtude do voo na compara????o das 24h. As altera????es auton??micas se correlacionam com a capacidade aer??bia e gordura corporal de forma diferenciada em pilotos militares e passageiros da avia????o comercial submetidos ao voo. A for??a relativa n??o apresentou correla????o com os par??metros da VFC em nenhuma das popula????es estudadas.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-18T14:03:26Z No. of bitstreams: 1 MarceloPereiraMagalhaesdeSalesTese2016.pdf: 33116858 bytes, checksum: d66cc0e5bd4a2a18939274bbf98efba8 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-18T14:04:52Z (GMT) No. of bitstreams: 1 MarceloPereiraMagalhaesdeSalesTese2016.pdf: 33116858 bytes, checksum: d66cc0e5bd4a2a18939274bbf98efba8 (MD5) / Made available in DSpace on 2017-04-18T14:04:52Z (GMT). No. of bitstreams: 1 MarceloPereiraMagalhaesdeSalesTese2016.pdf: 33116858 bytes, checksum: d66cc0e5bd4a2a18939274bbf98efba8 (MD5) Previous issue date: 2016-02-29 / Diabetes is associated with endothelial dysfunction and several cardiovascular disorders, such as systemic arterial hypertension. Moreover, hypertension and diabetes coexist very frequently, as 60-65% of diabetics are hypertensive. The coexistence of hypertension and diabetes can reduce endothelium-mediated vasodilatation, which can be partially explained by a reduced production of nitric oxide (NO) or a decreased response to NO in the vascular smooth muscle. On the other hand, it has been shown that a single session of exercise can promote significant reductions in blood pressure (BP). This occurrence is known as post-exercise hypotension (PEH) and appears to be associated with the activity of the kallikrein-kinin system and release of NO. Although studies have observed PEH in individuais with T2D the molecular mechanisms have not been fully elucidated. ln addition, the prescription of exercise intensities based on lactate threshold (L T) has been suggested for individuais with T2D.Moreover, in spite of previous studies showing that individuais with T2D exhibit PEH when exercising at intensities around LT , There is evidence that subjects with T2D exhibit lower plasma kallikrein activity (PKA) compared to healthy individuais, suggesting that lower NO release and reduced endothelium-dependent vasodilation would be occurring in response to exercise for this population. However, no investigations were made on the integrated responses of PKA, BK, dessArg9-BK and NO and its association to the occurrence of PEH in individuais with or without T2D.Furthermore, to the best of our Knowledge, there is only one study that has investigated the effects of exercise (aerobic and / or resistance) on the 24-hour BP response in individuais with T2D. Not to mention that it is not of our knowledge, studies that have investigated the effects of different aerobic exercise intesities on BP 24 hours in subjects with T2D.Additionally, Several studies have investigated the effects of different exercise modes ( e.g., aerobic vs. resistance ), intensities, and durations on BP responses during the post-exercise recovery period. Studies regarding the effects of different sports modalities, especially martial arts, have also been performed, such as: Tai Chi Chuan, Jiu Jitsu, and Judo. However, until now, no study has explored the BP responses after a single Contact Karate (CK) session. It is worth mentioning that the scientific literature related to combat sports has hardly been explored, especially regarding health-related variables (i.e., post-exercise BP reduction). Most studies have investigated performance-related parameters in athletes, making the evaluation of health-related variables (such as PEH) a scientific gap. Therefore, investigations related to this issue have been strongly encouraged. It should be noted that given the known complications of type 2 diabetes and characteristics of sport (high physical contact of high impact), it is wise to initially investigate the effects of a contact karate session on the blood pressure response after exercise in apparently healthy subjects and then, if possible, in special populations as diabetes and hypertension. With regard to chronic exercise, in particular the resistance exercise, the available literature concerning their effects on the response of NO and, in tum, on BP in individuais with T2D, it is still incipient. To the best of our knowledge, there have been only two randomized clinical trials ofRT's effects on NO concentration and BP levels in T2D patients, only one of which, verified the NO response (along with BP) due to R T. Therefore, there is an apparent lack of evidence on R T' s effects on the responses of NO and BP in T2D patients. Objectives: Study 1) to investigate and compare the responses of PKA, BK, desArg9-BK, NO and BP after a single session of moderate-intensity aerobic exercise in T2D and non-diabetic (ND) individuais; study 2) To verify the effects of different intensities of aerobic exercise on 24-hour ambulatory BP responses in individuais with T2D and prehypertension; study 3) to verify the effects of a Contact Karate (CK) session on BP responses during a post-exercise recovery period in young adults; study 4) to determine the effects of eight weeks RT on the responses of NO and BP in T2D patients and their controls peers. Methods: study l)Ten subjects with T2D and 10 Non-diabetics (ND) underwent three sessions: 1) maximal incremental test on cycle ergometer to determine lactate threshold (L T); 2) 20- min of constant-load exercise on cycle ergometer, at 90% LT and; 3) control session. BP and oxygen uptake were measured at rest and at 15, 30 and 45 min post-exercise. Venous blood samples were collected at 15 and 45 minutes of the recovery period for further analysis of PKA, BK and desArg9-BK. NO was analyzed at 15 minutes post exercise. Study 2) ten individuals with T2D and prehypertension completed three sessions applied in random order: non-exercise control (CON) and exercise at moderate (MOD) and maximal (MAX) intensities. Heart rate (HR), BP, blood lactate concentrations ([Lac ]), oxygen uptake (VO2), and rate of perceived exertion (RPE) were measured at rest, during the experimental sessions, and during the 60 min recovery period. After this period, ambulatory blood pressure was monitored for 24 h. Study 2) ten individuals with T2D and prehypertension completed three sessions applied in random order: non-exercise control (CON) and exercise at moderate (MOD) and maximal (MAX) intensities. Heart rate (HR), BP, blood lactate concentrations ([Lac ]), oxygen uptake (VO2), and rate of perceived exertion (RPE) were measured at rest, during the experimental sessions, and during the 60 min recovery period. After this period, ambulatory blood pressure was monitored for 24 h. Study 3) Thirty-two male CK athletes volunteered and underwent one CK session (50 min) anda control session. BP was measured during rest (before sessions), as well as on the 15th, 30th, 45th, and 60th min of the post-exercise recovery. Study 4) We performed eight-weeks of randomized controlled trial in T2D patients and ND individuals. After initial screening, were randomly allocated into four groups: (1) trained T2D (T2DTRAINED; n = 9), (2) trained ND (NDTRAINED; n = 10), (3) control T2D (T2DCON; n = 8) and (4) control ND (NDCON; n = 7). NO and BP were determined before and after the intervention. Results: study 1) The ND group presented PEH of systolic blood pressure (SBP) and mean arterial pressure (MAP) on the 90% L T session but T2D group did not. Plasma NO increased ~24.4% for ND and ~13.8% for T2D group 15min after the exercise session. Additionally, only ND individuais showed increases in PKA and BK in response to exercise and only T2D group showed increased desArg9-BK production. Study 2) Compared with CON, only MAX elicited post-exercise BP reduction that lasted for 8 h after exercise and during sleep. Study 3) The SBP, diastolic blood pressure, and MAP were significantly lower at the post-exercise period compared to pre-exercise rest (p<.05), with the largest reductions being observed at the 60th min of recovery and at the sarne periods of post-exercise recovery of the control session. Study 4) After eight weeks of RT (three times per week), the T2D and ND experimental groups decreased systolic blood pressure (SBP) by 7.0 and 3.4 mmHg, respectively. However, the control groups showed maintenance (0.24 mmHg for T2D) or elevation (2.2 mmHg for ND) of systolic blood pressure. Although none of these changes were significant (p > .05). As regards the absolute values of BP, T2D subjects who did not undergo the training (T2DCON) tended (p = .057) to have increase SBP and significantly (p = .05) increased MAP. Conclusions: studyl) it was concluded that T2D individuals presented lower PKA, BK and NOx release as well as higher desArg9-BK production and reduced PEH in relation to ND participants after a single exercise session. Study 2) A single session of aerobic exercise resulted in 24 h BP reductions in individuals with T2D, especially while sleeping, and this reduction seems to be dependent on the intensity of the exercise performed. Study 3) a single CK session can promote a decrease in BP for at least 60 min after performing this type of exercise in young adults. Study 4) eight weeks of RT does not increase NO concentrations and, in tum, does not reduce BP in T2D patients-though it prevented its increase. / Introdu????o: o diabetes est?? associado com disfun????o endotelial, bem como com diversas desordens cardiovasculares, como hipertens??o arterial sist??mica (HAS). A HAS e o diabetes coexistem muito frequentemente. Aproximadamente, 60-65% dos diab??ticos s??o hipertensos. A coexist??ncia do diabetes e HAS pode reduzir a vasodilata????o endot??lio-dependente, que pode ser parcialmente explicada por uma reduzida produ????o ou resposta ao ??xido n??trico (ON) na nusculatura vascular lisa. Por outro lado, estudos t??m demonstrado que uma ??nica sess??o de exerc??cio pode promover redu????es significativas na press??o arterial (PA). Esta ocorr??ncia ?? conhecida como hipotens??o p??s-exerc??cio (HPE) e parece estar associada com a atividade do sistema calicre??na-cinina e libera????o do ON. Embora estudos tenham observado HPE em indiv??duos com diabetes tipo 2 (DT2), os mecanismos moleculares relacionados ?? sua ocorr??ncia n??o foram completamente elucidados. Adicionalmente, a prescri????o de intensidades de exerc??cio baseada em cargas relativas ao limiar de lactato (LL) t??m sido sugerida para indiv??duos com DT2. No entanto, apesar de estudos anteriores demonstrarem que os indiv??duos com DT2 apresentam HPE quando submetidos a exerc??cios em intensidades em torno LL . Existe evid??ncia que indiv??duos com DT2 apresentam menor atividade da calicre??na plasm??tica (ACP) em compara????o aos indiv??duos n??o diab??ticos, sugerindo uma menor libera????o de ON e redu????o da vasodilata????o endot??lio-dependente em resposta ao exerc??cio para essa popula????o. Contudo, para o nosso melhor conhecimento, ainda n??o foram realizadas investiga????es sobre as respostas integradas de ACP, bradicinina (BK), des-Arg9-bradicinina, ON e sua associa????o com a ocorr??ncia de HPE em indiv??duos com ou sem DT2. Ademais, salvo melhor ju??zo, existe apenas um estudo que tenha investigado os efeitos do exerc??cio f??sico (aer??bio e/ou resistido) sobre a resposta da PA de 24 horas em indiv??duos com DT2. Sem mencionar que tamb??m n??o ?? do nosso conhecimento, estudos que tenham investigado os efeitos de diferentes intensidades de exerc??cio aer??bio sobre a PA de 24 horas em indiv??duos com DT2. Somando a isso, diversos estudos t??m investigado os efeitos de diferentes modos de exerc??cio (aer??bio vs. resistido), intensidades, e dura????es, sobre as respostas da P A p??s-exerc??cio. Estudos sobre os efeitos de diferentes modalidades esportivas, especialmente artes marciais, tamb??m foram realizados, tais como: Tai Chi Chuan, Jiu Jitsu e Jud??. Contudo, at?? o presente momento, nenhum estudo investigou a resposta da P A ap??s uma ??nica sess??o de Carat?? de contato (CC). Vale ressaltar que a literatura cient??fica relacionada a esportes de combate t??m sido pouco explorada, especialmente em rela????o ??s vari??veis relacionadas com a sa??de ( ou seja, a redu????o da PA p??s-exerc??cio). A maioria dos estudos investigaram os par??metros relacionados com o desempenho em atletas, tornando a avalia????o de vari??veis relacionadas com a sa??de, uma evidente lacuna cient??fica. Portanto, investiga????es relacionadas a este assunto t??m sido fortemente encorajada. Cabe salientar que, dado as conhecidas complica????es do DT2 e as caracter??sticas da modalidade em quest??o ( elevado contato f??sico de alto impacto), torna-se prudente inicialmente investigar os efeitos de uma sess??o de CC sobre a resposta da P A p??s-exerc??cio em indiv??duos aparentemente saud??veis e posteriormente, se poss??vel, em popula????es especiais como diab??ticos e hipertensos. No que se refere ao exerc??cio cr??nico, em particular sobre o exerc??cio de for??a, a literatura dispon??vel a respeito dos seus efeitos sobre a resposta do ON e, por sua vez, sobre a PA em indiv??duos com DT2, ainda ?? muito incipiente. Para o melhor do nosso conhecimento, existem apenas dois ensaios cl??nicos randomizados sobre os efeitos do treinamento resistido (TR) sobre a resposta do ON e P A em pacientes com DT2, dos quais apenas um, verificou a resposta do ON juntamente com a P A frente ao TR. Portanto, h?? uma aparente falta de evid??ncias a respeito dos efeitos do TR sobre as respostas do NO e PA em pacientes com DT2. Objetivos: estudo 1) investigar e comparas as respostas de ACP, BK, desArg9-bradicinina, ON e PA ap??s uma ??nica sess??o de exerc??cio aer??bio realizada em intensidade moderada (90% da carga de LL) em indiv??duos com e sem DT2; estudo 2) verificar e comparar os efeitos de uma ??nica sess??o de exerc??cio aer??bio sobre a resposta da PA de 24 horas e verificar os efeitos da intensidade do exerc??cio aer??bio sobre a resposta da PA 24 h em indiv??duos com DT2 e pr??-hipertensos; estudo 3) avaliar os efeitos de uma ??nica sess??o de CC sobre a resposta da PA p??s-exerc??cio em adultos jovens; estudo 4) investigar os efeitos de oito semanas de TR sobre as respostas de ON e P A em pacientes com DT2 e seus pares controles. M??todos: estudo 1) Dez indiv??duos com e DT2 e 10 n??o diab??ticos (ND) foram submetidos a tr??s sess??es: 1) teste incremental m??ximo em bicicleta ergom??trica para determinar o limiar de lactato (LL); 2) 20 min de exerc??cio de carga constante em cicloerg??metro, em 90% L T e; 3) sess??o controle. PA e consumo de oxig??nio foram mensurados em repouso e aos 15, 30 e 45 min p??s-exerc??cio. Amostras de sangue venoso foram coletadas em 15 e 45 minutos do per??odo de recupera????o para posterior an??lise de ACP, BK e desArg9- bradicinina. ON foi analisado aos 15 minutos ap??s o exerc??cio. Estudo 2) Dez indiv??duos com diabetes tipo 2 e pr??-hipertens??o foram submetidos a tr??s sess??es aplicadas em ordem rand??mica: 1) controle ( CON), sem exerc??cio e exerc??cio em intensidades moderadas (MOD) e m??xima (MAX). A frequ??ncia card??aca (FC), P A, as concentra????es de lactato sangu??neo ([Lac ]), consumo de oxig??nio (V02) e taxa de percep????o de esfor??o (TPE) foram coletados em repouso, durante as sess??es experimentais e durante o per??odo de recupera????o de 60 min. Ap??s esse per??odo, a P A de 24 h foi monitorada. Estudo 3) Trinta e dois atletas CC foram submetidos a uma sess??o de CC (50 min) e uma sess??o CON. A PA foi medida durante o repouso, bem como aos 15, 30, 45 e 60 min da recupera????o p??s-exerc??cio. Estudo 4) Foi realizada oito semanas de estudo randomizado controlado em pacientes DT2 e ND). Ap??s a triagem inicial, foram distribu??dos aleatoriamente em quatro grupos: (1) treinados com DT2 (TREINADODT2; n = 9), (2) treinados ND (TREINADOND; = n 1 O), ( 3) controle DT2 (CON DT2; n = 8) e (4) controle ND (CONND; n = 7). NO e BP foram determinadas antes e ap??s a interven????o. Resultados: estudo 1) somente o grupo n??o diab??tico (ND) apresentou HPE para press??o arterial sist??lica e press??o arterial m??dia na sess??o LT 90%. O ON plasm??tico aumentou ~ 24,4% no grupo ND e ~ 13,8% para o DT2 15 min ap??s a sess??o de exerc??cios. Al??m disso, apenas os indiv??duos ND mostraram aumentos de ACP e BK em resposta ao exerc??cio e somente os DT2 mostraram um aumento da produ????o desArg9-bradicinina. estudo 2) Ademais, comparado com a sess??o CON, somente a sess??o de exerc??cio MAX apresentou HPE, que durou at?? 8 h ap??s o exerc??cio e durante o sono. estudo 3) Em rela????o ao CC, a press??o arterial sist??lica (PAS), diast??lica (PAD) e press??o arterial m??dia (MAP) foi significativamente menor no per??odo p??s-exerc??cio em rela????o ao pr??-exerc??cio repouso, bem como em rela????o a sess??o CON, com as maiores redu????es sendo observadas aos 60 min de recupera????o. estudo 4) Ap??s oito semanas de RT, ambos os grupos experimentais (DT2 e ND), apresentaram diminui????o da PAS em 7,0 e 3,4 mmHg, respectivamente. No entanto, os grupos controle (DT2 e ND) demonstrou manuten????o (0,24 mmHg para DT2) ou eleva????o (2,2 mmHg para ND) da PAS. Embora nenhuma das mudan??as foram significativas (p> 0,05). Conclus??es: estudol) concluiu-se que os indiv??duos comDT2 apresentaram menor libera????o ACP, bradicinina e ON, bem como maior produ????o desArg9-bradicinina e reduzida HPE em rela????o aos participantes do grupo ND ap??s uma ??nica sess??o de exerc??cio. Estudo 2) uma ??nica sess??o de exerc??cio aer??bio resultou em redu????o da PA de 24 h em indiv??duos com DT2, especialmente durante o sono, e esta redu????o parece ser dependente da intensidade do exerc??cio realizado. Estudo 3) uma ??nica sess??o CC pode promover uma diminui????o da PA durante pelo menos 60 minutos depois de realizar este tipo de exerc??cio em adultos jovens. Estudo 4) oito semanas de TR n??o aumenta as concentra????es de ON e, por sua vez, n??o reduz a P A em indiv??duos com DT2, por??m parece impedir o seu aumento.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-12T18:10:35Z No. of bitstreams: 1 AriodaSilvaToledoDissertacao2003.pdf: 905086 bytes, checksum: 1d3c27378fdf449e4cf88420c2eaf0be (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-12T18:10:55Z (GMT) No. of bitstreams: 1 AriodaSilvaToledoDissertacao2003.pdf: 905086 bytes, checksum: 1d3c27378fdf449e4cf88420c2eaf0be (MD5) / Made available in DSpace on 2017-05-12T18:10:55Z (GMT). No. of bitstreams: 1 AriodaSilvaToledoDissertacao2003.pdf: 905086 bytes, checksum: 1d3c27378fdf449e4cf88420c2eaf0be (MD5) Previous issue date: 2003-01-01 / The purpose of the present study was to identify the social representations of the Physical Education professional which are built by health professionals so as to determine their concepts and to infer their practice. In order to achieve such goals, a psycho-sociological approach as well as Social Representations and Central Nucleus theories were used. It was concluded with the collection of nuclear and peripheral structural elements, and with the realization of the anchorage of the social representation under study. Ninety volunteer health professionals who work in Teaching and Health Institutions in the Federal District were interviewed. Two research instruments were used. The first one was a questionnaire in order to collect data regarding the multidisciplinary health teams which exist at the researched institutions themselves. The second one was an interview in which the free association technique was used. The inducing term was ???the Physical Education professional???. The data collected was processed by the Evoc (Ensemble de Programmes Permettant l'Analyse des ??vocations) software and later analyzed by the researcher. As a result, it was identified that the images of ???healthy??? and ???physical conditioning??? naturally appeared in the social representations of the Physical Education professional built by health professionals. It was clearly identified that health, physical conditioning, and physical activities are socially as well as historically linked with the Physical Education professional. Those associations with a positive aspect probably will lead to favorable attitudes, not making it difficult for the Physical Education professional to have access to multidisciplinary health teams. / O presente estudo teve como objetivo identificar as representa????es sociais do profissional de educa????o f??sica constru??das por profissionais de sa??de a fim de determinar suas concep????es e inferir suas pr??ticas. Para alcan??ar tais prop??sitos, utilizou-se uma abordagem psicossociol??gica e as teorias das Representa????es Sociais e do N??cleo Central, concluindo-se com a obten????o dos elementos estruturais nucleares e perif??ricos e com a realiza????o da ancoragem da representa????o social em pauta. Foram entrevistados noventa profissionais de sa??de, volunt??rios, que atuam nas Institui????es de Ensino e de Sa??de do Distrito Federal. Foram utilizados dois instrumentos de pesquisa, sendo o primeiro um question??rio para captar informa????es a respeito das equipes multidisciplinares de sa??de existentes nas pr??prias institui????es pesquisadas e o segundo uma entrevista na qual se utilizou a t??cnica livre, tendo como termo indutor ???o profissional de educa????o f??sica???. O dados colhidos foram processados pelo software Evoc (Ensemble de Programmes Permettant l'Analyse des ??vocations) e analisados posteriormente pelo pesquisador. Como resultado, identificou-se que as imagens de ???sa??de??? e ???condicionamento f??sico??? surgiram espontaneamente nas representa????es sociais do profissional de educa????o f??sica, elaboradas pelos profissionais de sa??de. Identificou-se claramente que a sa??de, o condicionamento f??sico e as atividades f??sicas est??o social e historicamente associadas ao profissional de educa????o f??sica. Essas associa????es de aspectos positivos provavelmente conduzir??o a atitudes favor??veis, n??o dificultando o acesso do profissional de educa????o f??sica ??s equipes multidisciplinares de sa??de.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-24T20:45:00Z No. of bitstreams: 1 DemersonGodinhoMacielDissertaccao2017.pdf: 1361214 bytes, checksum: 9dde9d309aba2d85cfad6259f8f5aa67 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-24T20:46:07Z (GMT) No. of bitstreams: 1 DemersonGodinhoMacielDissertaccao2017.pdf: 1361214 bytes, checksum: 9dde9d309aba2d85cfad6259f8f5aa67 (MD5) / Made available in DSpace on 2017-05-24T20:46:07Z (GMT). No. of bitstreams: 1 DemersonGodinhoMacielDissertaccao2017.pdf: 1361214 bytes, checksum: 9dde9d309aba2d85cfad6259f8f5aa67 (MD5) Previous issue date: 2017-04-17 / The curtains are opened exposing a huge show, in which several work spheres come together to make the presentation happen, and in which different perceptions and dynamics are established in each one of its ambient - public, stage, ayles and green room -. Although the exact moment when men started dancing isn???t known, by investigating the dance world in its different moments and spaces, it is possible to realise that their presence in this bodily practice is as old as the emergency of the practice in human history. Several are the affirmatives concerning men who dance, which opens a complex and almost unlimited field of research and analysis regarding the experiences lived by them. The prejudice, recognized as a an autonomous scientific field studied by the social psychology, is constant in the daily routine of these individuals, thus, a holistic view upon this subject must be built, therefore, the comprehension of the prejudice origins is necessary because only from there it will be possible to identify the propagation patterns on a social level, the contributing psychocognitive factors, and elaborate coherent and consistent interventions. With the objective of comprehending the social representations referring to the male participation in the dance universe, as well as identifying the stereotypes, prejudices, labels and discrimination reported by them, in order to amplify and solidify a holistic and informed view about the experience in this diverse artistic language under the perspective of the men who dance, this study - through a Quali quantitative Approach, of Applied Nature, Explanatory and Descriptive Features, based on Social Representation Research - investigates ballet male dancers working in Brasilia/DF and, by using content analysis and the IRAMUTEQ software, proposes reflections about the social dynamics lived by these dancers. It was concluded, under the perspective of ballet male dancers about the social representations surrounding this theme, the existence of representative words freely associated to them: ???Gay/Sensitive??? are negative stereotypes frequently attributed to them; in the other hand, ???Artist/Delivery??? even when not fully understood, present positive significance; and ???Brave/Strong??? can be classified as neutral stereotypes, however, in the dancers speech, these words are used to refer to behaviours of confrontation against the discrimination experienced by them. It was also noted that the main motivation to dance, described by the interviewed ballet male dancers, was the feeling of freedom that comes from the opportunity of detaching themselves from a reality often full of prejudices that invalidates the free movimentation and expression and that promotes behavioural patterns to several groups, turning any deviation in a motive for disapproval and, consequently, discrimination. / A cortina se abre expondo um grande espet??culo, no qual as diversas esferas de trabalho confluem para a realiza????o da apresenta????o, e no qual s??o estabelecidas percep????es e din??micas diferentes em cada um de seus ambientes - plateia, palco, coxias e bastidores -. Apesar de n??o se saber ao certo quando o homem come??ou a dan??ar, ao investigar o mundo da dan??a em diferentes momentos e espa??os, percebe-se que o seu aparecimento nessa pr??tica corporal ?? t??o antigo quanto o surgimento da pr??tica no in??cio da hist??ria da humanidade. Diversas s??o as afirmativas referentes aos homens que dan??am, sendo esse um assunto complexo e de propor????es quase ilimitadas por possibilitar diversos campos de an??lise acerca das experi??ncias por eles vivenciadas. O preconceito, reconhecido como conhecimento cient??fico aut??nomo estudado pela psicologia social, se faz uma constante no cotidiano desses indiv??duos, portanto, para que se tenha uma vis??o hol??stica sobre preconceito, ?? necess??rio que se compreenda sua origem, pois apenas a partir dela pode-se identificar os padr??es de propaga????o a n??vel social e os aspectos psico-cognitivos contribuintes, e ent??o elaborar interven????es coerentes e consistentes. Objetivando, ent??o, identificar os estere??tipos, preconceitos e discrimina????es referentes a participa????o masculina no universo da dan??a, sob a perspectiva dos bailarinos, no intuito de compreender as representa????es sociais de uma espec??fica companhia de dan??a profissional de Bras??lia/DF, esse estudo - atrav??s de uma abordagem qualiquantitativa, de natureza aplicada, car??ter explorat??ria e descritiva, pautada na pesquisa de representa????o Social, dentro de um estudo de caso - investiga bailarinos atuantes em Bras??lia/DF e, utilizando-se da an??lise de conte??dos e do software IRAMUTEQ, prop??e reflex??es acerca da din??mica social por eles vivenciada. Conclui-se, sob a perspectiva dos homens que dan??am acerca das representa????es sociais em torno desse tema, que pode-se constatar a exist??ncia de palavras associadas livremente aos bailarinos: ???Viado, Sens??vel??? s??o estere??tipos mais frequentemente associados negativamente a eles; por outro lado, ???Artista, Entrega???, mesmo que com entendimentos distorcidos, t??m car??ter mais positivo; e ???Corajoso, Forte??? podem ser classificadas como neutras, entretanto, no discurso dos bailarinos, serem implementadas como atitudes de enfrentamento ??s discrimina????es por eles vivenciadas. Notase, tamb??m, que o principal motivo para dan??ar, relatado pelos bailarinos pesquisados, ?? a sensa????o de liberdade de poder se desvencilhar de uma realidade muitas vezes marcada por preconceitos que inviabilizam a livre movimenta????o/express??o e que incitam padr??es de comportamentos para diversificados grupos, tornando quaisquer desvios motivo para desaprova????o e, consequentemente, discrimina????o.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-06-02T12:34:36Z No. of bitstreams: 1 DavidJungerdaFonsecaAlvesDissertacaoParcial2016.pdf: 1778372 bytes, checksum: 69480676e4eddeae32689d85dd9700ed (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-06-02T12:35:00Z (GMT) No. of bitstreams: 1 DavidJungerdaFonsecaAlvesDissertacaoParcial2016.pdf: 1778372 bytes, checksum: 69480676e4eddeae32689d85dd9700ed (MD5) / Made available in DSpace on 2017-06-02T12:35:00Z (GMT). No. of bitstreams: 1 DavidJungerdaFonsecaAlvesDissertacaoParcial2016.pdf: 1778372 bytes, checksum: 69480676e4eddeae32689d85dd9700ed (MD5) Previous issue date: 2016-06-03 / Cardiovascular disease (CVD) persists as leading cause of death in older age groups. The identification of cardiovascular risk in elderly asymptomatic lacks appropriate tools. From this perspective, brief physical tests have several advantages when compared to long distance and/or that require maximum effort. Although the walking speed test (WS) is a potential candidate, the consolidation of data is needed from multiple studies to determine comparative references. The aim of this study is perform a systematic review of literature examining associations between WST measures with traditional risk markers and cardiovascular events in people aged > 60 years and living on community. The methodology used search in Medline/PubMed and Scopus databases (??? December 2014). We selected 15 studies with population of 29.845 old people, that showed significant associations between WS, the risk (coronary calcification, C-reactive protein, hypertension, diabetes and medium intimal thickening) and cardiovascular events (death, peripheral arterial disease and stroke brain). Approximately 80% of the distance studies adopted ??? 6 meters and WS in the usual rate. High variability was observed in the results from the usual WST (0.8 - 1.3 m/s) and WST max. (1.1 - 1.6 m/s). Growing evidences reinforces the importance of the WST for the evaluation and the monitoring of cardiovascular health in the elderly. However, the variability of results and the diversity of protocols suggests cautious about generalizations of WST thresholds. / A doen??a cardiovascular (DCV) persiste como principal causa de ??bitos nas faixas et??rias mais elevadas. ?? imprescind??vel que novas medidas subcl??nicas possam identificar fatores de risco e predizer eventos cardiovasculares. Nessa perspectiva, breves testes f??sicos apresentam in??meras vantagens quando comparados ??queles de longa dist??ncia e/ou que demandam de esfor??o m??ximo. Embora o teste de velocidade de caminhada (VC) seja candidato potencial, ?? necess??ria a consolida????o de dados a partir de m??ltiplos estudos para a determina????o de refer??ncias comparativas e investigar se h?? a associa????o entre o teste de velocidade de caminhada com tradicionais fatores de risco e eventos cardiovasculares. O presente estudo teve como objetivo realizar uma revis??o sistem??tica de literatura, examinando associa????es entre medidas de VC com tradicionais marcadores de risco e eventos cardiovasculares em popula????es com faixa et??ria > 60 anos e n??o institucionalizados. A metodologia iniciou de pesquisa eletr??nica de estudos publicados nas bases de dados MEDLINE/Pubmed e SCOPUS, at?? Dezembro de 2014. Foram selecionados 15 estudos, com popula????o nos estudos de 29.845 idosos que evidenciaram importantes associa????es entre a VC, o risco (calcifica????o coronariana, prote??na C-reativa, hipertens??o, diabetes e espessamento m??dio intimal) e eventos cardiovasculares (mortalidade, doen??a arterial perif??rica e acidente vascular cerebral). Cerca de 80% dos estudos adotou dist??ncia ??? 6 metros e VC em ritmo usual. Observou-se elevada variabilidade nos resultados da VC usual (0,8 ??? 1,3m/s) e VC m??x. (1,1 ??? 1,6m/s). Crescente corpo de evidencias refor??a a import??ncia do teste de VC como instrumento simples, seguro e de reduzido custo para a avalia????o da sa??de cardiovascular em idosos. Entretanto, a variabilidade dos limiares de velocidade e a diversidade de protocolos entre os estudos sugerem cautela quanto a generaliza????es dos resultados para diferentes popula????es geri??tricas.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-02-07T17:03:50Z No. of bitstreams: 1 2017 - Mariana Serrano Pipa.pdf: 2109218 bytes, checksum: 232a91e7a496396fafd5e596fbbe42ea (MD5) / Made available in DSpace on 2018-02-07T17:03:50Z (GMT). No. of bitstreams: 1 2017 - Mariana Serrano Pipa.pdf: 2109218 bytes, checksum: 232a91e7a496396fafd5e596fbbe42ea (MD5) Previous issue date: 2017-04-20 / This research aims to examine the assessment system of the teaching and learning process in the Physical Education degree of UFRRJ. The problem that guided the reflexion and the analysis of the presented topic involves constant worries and reflexions about the process of evaluation of the educational learning, emphasising the learning assessment in higher education: Teaching as an including or excluding practice?. Several discussions were sparked involving the evaluation of the teaching and learning process over the years, both in the educational field and in the Physical Education area as well. This process has undergone several changes due to the structural changes in society, the changes in human behavior, the scientific and technological progress, among other factors. In order to have a more significant assessment form, new meanings were being incorporated to this process, trying , this way to eradicate the traditional evaluation method used before. The methodology assumes a qualitative research.The method used for data collection was a semi-structured questionnaire composed of ten questions, both opened and closed.Data analysis was performed using the content analysis method proposed by Bardin (2011). Nineteen learners of the referred course contributed to this research. The obtained and analyzed data indicate that, for this group of students, the evaluation of learning is an important element of the teaching process and if it is held in a fair and inclusive way, it can contribute to the learning process. Hence, it is concluded that the discussions that involve the theme of this research has been contributing to some teachers to incorporate new concepts and perspectives about assessment, but this does not reflect significant changes in the accomplishment of the evaluative practices, since much of it still reproduces non-inclusive and classificatory assessment forms. / Essa pesquisa se prop?s investigar as pr?ticas avaliativas do processo de ensino-aprendizagem no curso de Licenciatura em Educa??o F?sica da UFRRJ. O problema que norteou a reflex?o e a an?lise da tem?tica apresentada envolve as constantes inquieta??es e reflex?es acerca do processo de avalia??o da aprendizagem educacional, com ?nfase na avalia??o da aprendizagem no ensino superior: a doc?ncia como pr?tica de Inclus?o ou Exclus?o?. No decorrer dos anos foram deflagradas diversas discuss?es envolvendo o processo de avalia??o do ensino aprendizagem, tanto no campo educacional, como na ?rea da Educa??o F?sica. Este processo sofreu diversas modifica??es em decorr?ncia das transforma??es estruturais na sociedade, das mudan?as no comportamento humano, dos avan?os cient?ficos e tecnol?gicos, entre outros fatores. Novos significados foram sendo incorporados a este processo, com o intuito de tornar a avalia??o mais significativa para a aprendizagem, tentando desta forma desenraizar-se daquele m?todo de avalia??o tradicional do qual este processo se originou. A metodologia parte de uma pesquisa qualitativa. O m?todo utilizado para a coleta de dados da foi um question?rio semiestruturado composto por dez perguntas, abertas e fechadas. A an?lise dos dados foi realizada com o m?todo de an?lise de conte?do proposto por Bardin (2011). Contribu?ram, como sujeitos da pesquisa, dezenove discentes do referido curso. Os dados obtidos e analisados apontam que, para esse grupo de discentes, a avalia??o da aprendizagem ? um elemento important?ssimo do processo de ensino e que se realizada de forma justa e inclusiva pode contribuir para o processo de aprendizagem. Assim, conclui-se que as discuss?es que envolvem a tem?tica dessa pesquisa tem contribu?do para que parte dos docentes incorporem novos conceitos e perspectivas sobre a avalia??o, mas isso n?o reflete mudan?as expressivas na realiza??o das pr?ticas avaliativas, tendo em vista que grande parte ainda reproduz formas de avalia??o n?o-inclusivas e classificat?rias.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-16T23:11:59Z No. of bitstreams: 1 PaulaNunesChaves_DISSERT.pdf: 3646648 bytes, checksum: 5dbd01fc5211bc81cd3c6a519d92016a (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-24T19:49:03Z (GMT) No. of bitstreams: 1 PaulaNunesChaves_DISSERT.pdf: 3646648 bytes, checksum: 5dbd01fc5211bc81cd3c6a519d92016a (MD5) / Made available in DSpace on 2016-08-24T19:49:03Z (GMT). No. of bitstreams: 1 PaulaNunesChaves_DISSERT.pdf: 3646648 bytes, checksum: 5dbd01fc5211bc81cd3c6a519d92016a (MD5) Previous issue date: 2016-02-17 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Este estudo objetivou dialogar a teoria queer e o pensamento do fil?sofo franc?s Maurice Merleau-Ponty no que concerne ?s categorias de corpo e sexualidade. A partir desse di?logo, delinearam-se outros objetivos, a saber: identificar poss?veis recorr?ncias da experi?ncia dos corpos e sexualidades queer, pensados sob uma perspectiva merleaupontyana, para o conhecimento da Educa??o F?sica e refletir sobre esse campo do conhecimento a partir das no??es de epistemologia queer e da estesiologia. O estudo teve como moldura te?rica a atitude fenomenol?gica proposta por Merleau-Ponty e a redu??o enquanto t?cnica de pesquisa. Na tentativa de entrela?ar e estabelecer rela??es entre esses pensamentos acionamos o cinema do espanhol Pedro Almod?var como estrat?gia perceptiva, um exerc?cio do olhar enquanto possibilidade de leitura do mundo e novas maneiras de perceber o ser humano. Apreciamos tr?s pel?culas do cineasta, a saber: Tudo sobre minha m?e (1999), A pele que habito (2011) e M? educa??o (2004), que nos colocam em contato com corpos e sexualidades queer, bem como com o corpo estesiol?gico, do ?xtase, das sensa??es e experi?ncias vividas, obra de arte inacabada cujos contornos n?o s?o fixos ou definidos, postulados por Merleau-Ponty. O fil?sofo, ao fornecer um panorama conceitual rico do corpo e de sua experi?ncia sexual, amplia e inaugura horizontes de pensamento e reflex?o para a experi?ncia queer, uma experi?ncia indeterminada e contingente enquanto forma singular de habitar o mundo. Tais horizontes inaugurados pelo fil?sofo e somados ? perspectiva queer contribuem para problematizar os modos de produ??o do conhecimento e os saberes sobre corpo e sexualidade na Educa??o F?sica. Por fim, apontamos que essa conversa??o te?rica nos ofereceu pistas para refletir sobre as reverbera??es de uma epistemologia queer para a Educa??o F?sica a partir de um conhecimento pautado na estesia e no sens?vel enquanto marcos de uma outra racionalidade cient?fica. / This study had the goal of make a dialogue between queer theory and the thoughts of the French philosopher Maurice Merleau-Ponty in the categories of body and sexuality. From this dialogue, other goals were designed, namely: identify possible recurrences of the experience of bodies and queer sexualities, designed under Merleau-Ponty?s perspective, to the knowledge of Physical Education and reflect on this domain of knowledge using the notions of queer epistemology and esthesia. The study had as methodology the phenomenological attitude proposed by Merleau-Ponty and use the reduction as technic of research. Trying linking these thoughts we used the cinema of the Spanish director Pedro Almod?var as perceptive strategy, an exercise of look as possibility of reading the world and new ways of perceiving the human being. We appreciate three films, namely: All About My Mother (1999), The Skin I Live In (2011) and Bad Education (2004), which put us in touch with bodies and queer sexualities, with the body of esthesia, of the ecstasy, sensations and lived experiences, un type of art whose contours are not fixed or determinable, postulate by Merleau-Ponty. The philosopher, provide a rich conceptual view of the body and their sexual experience, extends and opens horizons of thought and reflection about queer experience, one experience indeterminate and contingent as a singular way of inhabiting the world. Those horizons opened by the philosopher and added to the queer perspective contribute to put in question the modes of knowledge production and the knowledge about body and sexuality in Physical Education. Finally, we point that this theoretical conversation give us clues to reflect about the reverberations of a queer epistemology for Physical Education usiging one type of knowledge guided by esthesia and sensitivity as marks of another scientific rationality.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-27T00:02:31Z No. of bitstreams: 1 CamilaUrsullaBatistaCarlos_DISSERT.pdf: 3145934 bytes, checksum: 6a36e5231b370a2903e861d14c3f5695 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-31T22:38:23Z (GMT) No. of bitstreams: 1 CamilaUrsullaBatistaCarlos_DISSERT.pdf: 3145934 bytes, checksum: 6a36e5231b370a2903e861d14c3f5695 (MD5) / Made available in DSpace on 2016-08-31T22:38:23Z (GMT). No. of bitstreams: 1 CamilaUrsullaBatistaCarlos_DISSERT.pdf: 3145934 bytes, checksum: 6a36e5231b370a2903e861d14c3f5695 (MD5) Previous issue date: 2016-02-26 / No cotidiano escolar, comumente utilizado em v?rios axnponen:es curriculares, o livro did?tico aparece como um dos materiais poss?veis para auxiliar os professores e professoras na pr?tica pedag?gica. Tal recurso. utilizado tanto para o docente quanto para o estudante, permite um encadeamento do que deve ser pauta nas rela??es educativas, atrav?s de propostas de atividades e textos que norteiam discuss?es, viv?ncias e pesquisas. Como o interesse dessa pesquisa se situa na educa??o p?blica, buscamos fazer um recorte das publica??es nesse ?mbito educacional. Foi no Estado do Paran? o pioneirismo na produ??o do livro did?tico p?blico para o referido componente, destinado tanto ao uso do professor quanto do aluno, encontra-se em sua 2a edi??o, em circula??o desde 2006. Uma iniciativa similar encontrada em outra regi?o do pa?s, no nordeste, ? a publica??o do Livro P?blico do Munic?pio de Jo?o Pessoa, capital da Para?ba, disponibilizada desde o ano de 2012. Apesar de ser um tipo de publica??o recente, pouco difundida e ainda pol?mica para a ?rea, faz-se necess?rio investigar o que est? em circula??o. A sele??o destas tamb?m foi respaldada pela sua disponibilidade online, al?m de serem frutos da constru??o coletiva entre docentes dos respectivos sistemas de ensino - a partir de forma??es continuadas - e contribui??o de professores que atuam no Ensino Superior. O trabalho materializa-se com o objetivo principal de analisar livros did?ticos para o ensino da Educa??o F?sica escolar de dois sistemas p?blicos de ensino, que contemplam n?veis de ensino diferentes e representativos para a ?rea de atua??o profissional, considerando as configura??es das obras, seus conte?dos, objetivos, metodologia, e m?todos de avalia??o. Para aprofundar o campo de investiga??o, t?m-se as seguintes quest?es de estudo: A) Como se configuram os livros did?ticos de Educa??o F?sica escolar nos sistemas p?blicos de ensino? B) Como se estruturam em rela??o aos conte?dos da Educa??o F?sica escolar? C) Quais as fragilidades e avan?os das obras? Esta pesquisa caracteriza-se com o car?ter qualitativo, e se encaminha para as discuss?es a partir da an?lise de conte?do proposta por Bardin. Para o debate das obras foram definidas categorias de an?lises, a saber: Matriz te?rica, Objetivo da Educa??o F?sica na escola, Conte?dos, Metodologia, e Avalia??o. Com especificidades, as categorias foram discutidas para cada livro. Conclui-se que a import?ncia das obras para os docentes que trabalham no ch?o da escola ? significativa, na perspectiva de referencia para pensar os conte?dos a serem discutidos e vivenciados nas aulas de Educa??o F?sica de forma real e poss?vel. Por terem a caracter?stica da disponibilidade online podem servir de material para outros professores de outros sistemas de ensino, n?o exclusivamente para aquele espa?o geogr?fico que foi primeiramente pensado e escrito. / During school life the textbook, which is commonly used in various curriculum components, appears as one of the possible materials to help teachers in pedagogical practice. Such tool, used by teachers and students, allows a connection of what should be the agenda in the educational relations, by proposing activities and texts that guide discussions, experiences and research. As the focus of this research lies in public education, we seek to make a study of the publications in the area of education. The state of Paran? was the pioneer in the production of a public textbook, aimed to be used by both teachers and students, which is in its 2nd edition and being issued since 2006. A similar initiative can be found in the northeast region of the country, where the publication of the Public Book of the city of Jo?o Pessoa, capital of Para?ba, is available since 2012. Despite being a new kind of publication, little known and still controversial to the area, it is necessary to investigate what is being issued in the market. The selection of these publications were also supported by their online availability, and are the result of collective construction between teachers of different levels of the educational system - from elementary school to higher education. The work has the main objective of analyzing textbooks for the teaching of physical education in two public school systems, which include different and representative levels of education for the professional area, considering the settings of books, their contents, objectives, methodology, and evaluation methods. To deepen the field of research, it was regarded the following questions in the study: A) How do we configure the textbooks of Physical Education in public education systems? B) How are they structured when we consider the contents of school physical education? C) What are the weaknesses and the progress of the textbooks? This research is characterized by the study of qualitative aspects, and yields the discussions from the content analysis proposed by Bardin. For the discussion of the work analysis, it was defined categories, namely: Theoretical Matrix, Purpose of Physical Education at School, Contents, Methodology and Evaluation. With specifics, the categories were discussed for each book. In conclusion, the importance of work for teachers who work in the school ground is significant, in reference perspective to think about the contents to be discussed and experienced in physical education classes of real and possible. By having the feature of available online can serve as material for other teachers of other education systems, not limited to one geographical area that was first thought and writing. In addition , these works may be a reference to other public systems of education to build their own textbooks establishing relationships between training agencies and teachers who live the reality of the school.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-29T19:55:02Z No. of bitstreams: 1 DandaraQueirogaDeOliveiraSousa_DISSERT.pdf: 4439086 bytes, checksum: 75b0ee6387d6705a8a6405007651695d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-09-05T19:39:08Z (GMT) No. of bitstreams: 1 DandaraQueirogaDeOliveiraSousa_DISSERT.pdf: 4439086 bytes, checksum: 75b0ee6387d6705a8a6405007651695d (MD5) / Made available in DSpace on 2016-09-05T19:39:08Z (GMT). No. of bitstreams: 1 DandaraQueirogaDeOliveiraSousa_DISSERT.pdf: 4439086 bytes, checksum: 75b0ee6387d6705a8a6405007651695d (MD5) Previous issue date: 2016-03-23 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / A presente disserta??o, parte do olhar curioso sobre a materializa??o do esporte de aventura, nosso objeto de estudo, vislumbrado-o enquanto conte?do de ensino da Educa??o F?sica Escolar - EFE, mediado metodologicamente pela m?dia-educa??o. Essa problem?tica tem in?cio a partir da inquieta??o da autora enquanto praticante de modalidades esportivas de aventura, n?o v?-las presentes no cotidiano escolar durante sua gradua??o em Educa??o F?sica. A culmin?ncia se d? com a escrita de seu TCC (Sousa, 2013), trazendo uma pr?tica pedag?gica que materializou o esporte de aventura na escola. E, a partir de proposi??es dos estudantes que participaram desta pesquisa-a??o, vistas como novas problem?ticas, reformulou-se esta pesquisa, que tem como objetivo geral compreender como o esporte de aventura pode se materializar no ?mbito da EFE a partir da m?dia-educa??o como metodologia de ensino. Diante deste objetivo geral, se delimitam nossos objetivos espec?ficos, que ser?o trazidos ponto a ponto a seguir. Para tanto, seguimos utilizamos a metodologia da pesquisa-a??o, com os pressupostos de Michel Thiollent (2004) para balizar nossa interven??o pedag?gica realizada no Campus Parnamirim do Instituto Federal de Educa??o, Ci?ncia e Tecnologia - IFRN, a fim de concretizar nosso primeiro objetivo espec?fico, no qual problematizamos os limites e possibilidades do conte?do esporte de aventura - no contexto da EFE - balizada pelos momentos pedag?gicos de m?dia-educa??o. Durante a realiza??o desta interven??o, coletamos dados que foram analisados respondendo aos nossos outros dois objetivos espec?ficos, a saber, analisamos como os estudantes se apropriam do conhecimento de uma modalidade dos esportes de aventura, enquanto manifesta??o da cultura de movimento, a partir da an?lise de discursos dos alunos sobre a viv?ncia final e das apresenta??es dos semin?rios ao final da unidade did?tica. Essa an?lise se baseou no referencial te?rico de Laurence Bardin (2011), a partir dos textos supracitados. Selecionamos 12 textos de relatos de viv?ncia e 11 relativos a apresenta??o do semin?rio final (considerando como corpus, os textos dos 3 alunos melhor avaliados de cada uma das 4 turmas que foram part?cipes de nossa pesquisa-a??o, sendo que um estudante n?o apresentou semin?rio). Desta an?lise, tivemos 3 categorias de conte?dos: fatos destacados durante a aventura vivida, sentimento de pertencimento a experi?ncia vivida e aprendizados autodeclarados da aventura vivida. E por fim, com a categoria dos aprendizados autodeclarados, dialogadas com alguns exemplos de conte?dos midi?ticos constru?dos pelos estudantes, verificamos que os alunos expressam em suas cria??es de conte?do midi?tico, elementos ou temas, que atestam a amplia??o do conhecimento sobre o esporte de aventura escolhido e desenvolvido na unidade did?tica, sendo este nosso ?ltimo objetivo espec?fico. Citamos como principais resultados alcan?ados, a partir do entrela?amento desses tr?s objetivos, a constata??o de que os estudantes ampliaram, por meio de uma aprendizagem significativa, seus conhecimentos sobre o esporte de aventura experienciado, demonstrado tanto pelos conte?dos midi?ticos constru?dos e apresentados pelos mesmos, quanto ancorados pelo referencial te?rico especializado que dialogamos; Percebemos que a m?dia-educa??o, diante das possibilidades de uso por n?s exploradas, nos trouxeram um panorama de amplia??o do espa?o-tempo de conviv?ncia e aprendizagem, bem como diversas formas de express?o do conhecimento adquirido, agindo de forma cr?tica, reflexiva e criativa, sendo fundamental no processo de aprendizagem da modalidade estudada. / This dissertation, have curious look about the materialization of the adventure sport, our object of study, understanding it as a content of physical education - EFE, methodologically mediated by media education. This problem starts through the unrest of the author while practicing of modalities of adventure sports, and don?t see them in daily school life during her graduation in Physical Education. The acme of this process was the writing of the monograph, bringing a pedagogical practice that materialized the adventure sport in school. And with the propositions of the students who participated in this action research, seen as new problems, we reformulated to this research, which has as general objective to understand how the adventure sport can be materialized on ambit of EFE through media education as teaching methodology. Given this general objective, we draw our specific objectives, which will be brought below. We use the methodology named ?action research?, based in Michel Thiollent to mark our intervention pedagogic accomplished on Federal Institute of Education, Science and Technology (IFRN - Campus Parnamirim) to concretize our first specific objective, in which we question the limits and possibilities of content adventure sports - in the context of physical education in school ? based on the moments pedagogics of media education. During the realization of this intervention, we reapded informations that were analyzed answering our other two specific objectives, namely: we analyzed how the students made the appropriation of knowledge of a modality of adventure sports, as a manifestation of the culture of movement, based on the analysis of speeches of the students about the final experience and about presentations realized by students (seminar) in the end of the didactic unit. We selected 12 texts of experience reports and 11 concerning the presentation of the final seminar. From this text selection, we discussed three guidelines: events detached during the adventure experienced, feeling of belonging to lived experience and self-reported learnings of lived adventure. And, from this last dialogued with some examples of media content built by the students, we founded that students express in their creations of media content, elements or themes, that indicate the expansion of knowledge about the adventure sport chosen and developed on the didactic unit, which is our laste goal specific. We cited as main results from the interaction between these three objectives, the confirmation that students increased, by a meaningful learning, their knowledge about the adventure sport experienced, demonstrated by the media content built and presented by them, and based on theoretical reference specialized that we dialogue; We realized that media education, inside of the possibilities of use for us explored, brought us a panorama of expansion of space-time of interaction and learning, as well as various forms of expression of the knowledge acquired, acting in a critical, reflective and creative way, being fundamental in the learning process of the modality studied.