Submitted by Bruna Rodrigues (bruna92rodrigues@yahoo.com.br) on 2016-09-22T13:30:52Z No. of bitstreams: 1 DissAALV.pdf: 3712842 bytes, checksum: 55bb678f55e873bfd3e6d1ad3cd9fba3 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-04T17:57:43Z (GMT) No. of bitstreams: 1 DissAALV.pdf: 3712842 bytes, checksum: 55bb678f55e873bfd3e6d1ad3cd9fba3 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-04T17:57:49Z (GMT) No. of bitstreams: 1 DissAALV.pdf: 3712842 bytes, checksum: 55bb678f55e873bfd3e6d1ad3cd9fba3 (MD5) / Made available in DSpace on 2016-10-04T17:57:58Z (GMT). No. of bitstreams: 1 DissAALV.pdf: 3712842 bytes, checksum: 55bb678f55e873bfd3e6d1ad3cd9fba3 (MD5) Previous issue date: 2015-06-06 / Não recebi financiamento / This research aims to analyze the relationship with regard to the knowledge that can be established by students of Basic Education while they are studying the elective course, of interdisciplinary nature: “From shacks to mansions.” In this discipline, the student has the opportunity to explain both the knowledge as the types of relationships established with diverse knowledge, including the extracurricular and school. The instruments used for the construction of the data were: 1- observation of classes developed in the context of elective 2 - records in the logbook of the researcher, 3 - semi-structured interviews with teachers who teach the discipline and students of basic education who attended the subject and 4 – questionnaires applied to students who participated in the discipline. The question that led the research was: “What relationships with knowledge are explained by the students of basic education whilst undertaking the Elective Course, entitled” “From Shacks to Mansions?”. In answering the question I considered the studies of Charlot (2000, 2001, 2005), with regard to the concept of knowing, as well as the research of Kanbach (2005), Barros (2010) and Pompey (2011) which deal with the subject. As a result, it can be said that the knowledge explained by learners does not necessarily address just the school contents. They prioritize and are related to the feelings and opinions that students have about: 1) what they will do in the discipline, 2) the construction of models, 3) interest in the profession, 4) the teaching used by teachers, 5) the treatment given to them by the teachers. / Esta pesquisa tem como objetivo analisar as relações com os saberes que podem ser explicitadas por alunos da Educação Básica enquanto cursam a Disciplina Eletiva, de cunho interdisciplinar: Dos Barracos às Mansões. Nessa disciplina o educando tem a oportunidade de explicitar tanto os saberes quanto os tipos de relações que estabelece com os diversos saberes, dentre eles os extracurriculares e os escolares. Os instrumentos utilizados para a construção dos dados foram: 1- observação das aulas desenvolvidas no contexto da Disciplina Eletiva, 2 – registros feitos em diário de bordo da pesquisadora, 3 - entrevistas semiestruturadas com as professoras que ministraram a disciplina e com alunos da Educação Básica que cursaram a disciplina e 4 - questionários aplicados aos alunos que participaram da disciplina. A questão que conduziu a pesquisa foi: “Quais relações com os saberes são explicitados pelos alunos da Educação Básica enquanto cursam a Disciplina Eletiva, intitulada: Dos Barracos às Mansões?”. Ao responder à questão considerei os estudos de Charlot (2000, 2001, 2005), no que diz respeito ao conceito de saber, bem como, as pesquisas de Kanbach (2005), Barros (2010) e Pompeu (2011) que tratam da temática. Como resultado, pode-se afirmar, que os saberes explicitados pelos educandos não versam, necessariamente, apenas sobre os conteúdos escolares. Tais saberes priorizam e estão relacionados aos sentimentos e opiniões que os alunos têm sobre: 1) o que irão fazer na disciplina, 2) as construções de maquetes, 3) o interesse pela profissão, 4) a didática usada pelas professoras, 5) o tratamento dado a eles pelas professoras.

Information on the overall health risk behaviors of college students is limited and it is unknown if being enrolled in an elective or a required health course affects behavior change among the students. There are mixed reports on whether or not health education courses affect behavior change. Factors that may affect change are self-efficacy and the constructs that build the Health Belief Model (i.e. perceived susceptibility and perceived barriers). A sample of convenience was gathered for the current study using two universities in the state of Virginia. Virginia Tech students within the sample were enrolled in an elective health course (n = 375) and James Madison University students within the sample were enrolled in a required health course (n = 202). The National College Health Risk Behavior Survey (NCHRBS) and the Self-Efficacy Scale survey were used to gather information on overall health risk behaviors, health behavior changes, and self-efficacy levels of the students. To acquire health behavior change data, the NCHRBS was administered at the beginning of the Fall 2003 semester and again at the end of the semester. The results of the study indicated that, overall, the type of course a student was enrolled in and self-efficacy did not have a significant effect on health behavior change. However, possible trends were identified with alcohol use, tobacco use, and dietary behaviors, indicating that further research should be performed to analyze underlying factors, not analyzed in this study, which may be affecting health risk behaviors. / Ph. D.

This thesis deals with interest of the students of the Secondary school of social services of Kavčí hory in an optional course in sports and games. The thesis is divided into two parts, the theoretical and the practical. The theoretical part briefly introduces the history of physical education in Czech schools, development of the subject physical education and its optional form of sports and games, and selected forms of extracurricular activities. The practical part demonstrates the results of a survey conducted at the Secondary school of social services of Kavčí hory and their analysis. It also makes concrete recommendations for the school and its teachers of physical education with reference to the elective course in sports and games. The research has shown that a sufficient number of students from the school have demonstrated an interest in the elective course in sports and games and, therefore, the subject could be offered (and enough students would enrol). As regards the content, the students were most interested in volleyball, gymnastics, floorball and general sports activities. KEYWORDS Physical education, school curriculum, elective course in sports and games, popularity of sports activities, student interest in an elective course in sports and games, Secondary school of social services of...