Made available in DSpace on 2014-12-17T14:36:21Z (GMT). No. of bitstreams: 1 LeonardoRG.pdf: 4834241 bytes, checksum: d5d0177973b583b09f12fb8e32013bb3 (MD5) Previous issue date: 2010-03-15 / The daily teaching invokes us to answer questions that surround the educational action, they are ethic and political exercises of us teachers, considering the responsibility that is presented to us in circumstance of perspective that we create as for our students? formation. Considering the public school Terezinha Paulino as stage of the daily teaching which we invested, and finally, the school gymnastic group (GGTP), as pedagogical practice specifically attended during this study, we launch the following questions: 1. What are the ethic indicators present in the experience lived by GGTP members? 2. What s the meaning of these indicators for the GGTP members? 3. Do these meanings configure a socio-political dimension of the individuals involved formation ? What socio-political dimension is that? And What is its contribution to think of Physical Education in school? From these issues, we highlight our goals in this research: investigate the educational experience lived in GGTP, with a focus on the ethical elements that characterize and reflect the relationship of these elements in the socio-political dimension of Physical Education in school. To answer the initial questions and achieve our goals, we use the Content Analysis (BARDIN, 2004) as a methodological contribution of this research. From this methodological contribution we got two strands of the discussion here related: relational behavior of living and undesirable relational conduct and non-social. typical examples of good living are: union, cooperation, solidarity, fraternity, conversation, dialogue, love, trust, responsibility, commitment, dedication, application, respect, partition, sharing, gratitude, companionship, kindness Correspond to undesirable behaviors conduct: intrigue, strife (dispute), vanity, arrogance, anger, rage, fury, nervousness, anxiety and fear. Permeates the categories discussion, The group of knowledge produced by different authors, Humberto Maturana predominate among them, sometimes related to some of its main partners, , Jos? Varela, Gerda Verden-Z?ller and Sima Nisis de Rezepka. Although less frequent, we broach other authors, including Edgar Morin and Paulo Freire, to enlarge, articulate, and thus contribute to support the notes, contents of this study. Besides the introductory chapter, is the content of this dissertation: ethics: textual understanding, the methodological way; relational behaviors of living; undesirable conduct relational and non-social; gymnastics as an ethical and political bet on training human. In ethics: textual understandings, we make a brief introduction to distinguish the ethical field which we are advancing; In the methodology way, we briefly describe the implementation of the analysis content (BARDIN,2007); in relational behaviors of living, as well as, in undesirable relational conduct and non-social, we point out the meanings discussing them supported on theoretical contribution of this research. Finally, in gymnastics as an ethical and political bet on training human, we point out some possibilities for the gymnastic practice and physical education at school, as well as to think about education by training human bias. / O cotidiano docente nos invoca a responder quest?es que cercam a a??o educativa, o que constitui exerc?cios de ?tica e de pol?tica de n?s professores, considerando a responsabilidade que nos ? apresentada em circunst?ncia da perspectiva que criamos quanto a forma??o de nossos alunos. Considerando a Escola Municipal Terezinha Paulino como palco do cotidiano docente a qual investimos, e por fim, o Grupo Gin?stico dessa escola (GGTP), como pr?tica pedag?gica, especificamente tratada no decorrer desse estudo, lan?amos m?o das seguintes quest?es: 1. Quais os indicadores ?ticos presentes na experi?ncia vivida pelos integrantes do GGTP? 2. Qual o sentido destes indicadores para os integrantes do GGTP? 3. Esses sentidos configuram uma dimens?o s?cio-pol?tica da forma??o dos sujeitos envolvidos? Que dimens?o s?cio-pol?tica ? essa e qual a sua contribui??o para pensar a Educa??o F?sica na escola? A partir destas quest?es, destacamos nossos objetivos nessa pesquisa: investigar a experi?ncia educacional vivida no GGTP, tendo como enfoque os elementos ?ticos que as caracterizam, bem como refletir a rela??o desses elementos na dimens?o s?cio-pol?tica da Educa??o F?sica na escola. Visando responder as quest?es iniciais e alcan?ar nossos objetivos, recorremos a An?lise de Conte?do (BARDIN, 2004) como aporte metodol?gico dessa pesquisa. A partir do mesmo foi que chegamos aos dois eixos de discuss?o aqui relacionados: condutas relacionais da conviv?ncia e condutas relacionais indesej?veis e n?o-sociais. S?o pr?prios das condutas da boa conviv?ncia: uni?o, coopera??o, solidariedade, fraternidade, conversa, di?logo, amor, confian?a, responsabilidade, compromisso, dedica??o, aplica??o, respeito, partilha, compartilhar, gratid?o, companheirismo, benevol?ncia. Correspondem as condutas indesej?veis ao bom conv?vio: intriga, contenda (disputa), vaidade, arrog?ncia, raiva, ira, f?ria, nervosismo, ansiedade e medo. Perpassa a discuss?o das categorias, o conjunto de conhecimentos produzidos por diferentes autores, entre eles predomina Humberto Maturana, ora relacionado ? alguns de seus principais parceiros, Jos? Varela, Gerda Verden-Z?ller e Sima Nisis de Rezepka. Embora menos freq?ente, abordaremos outros autores, entre eles Edgar Morin e Paulo Freire, para ampliar, articular, e assim, contribuir para alicer?ar os apontamentos, conte?dos desse estudo. Al?m do cap?tulo introdut?rio, constitu? o conte?do dessa disserta??o: ?tica: compreens?es textuais; o caminho metodol?gico; condutas relacionais da conviv?ncia; condutas relacionais indesej?veis e n?osociais; gin?stica geral como aposta ?tica e pol?tica na forma??o humana. Em ?tica: compreens?es textuais, fazemos uma breve introdu??o para distinguirmos o campo ?tico a qual estaremos avan?ando; em o caminho metodol?gico, descrevemos brevemente a aplica??o da an?lise de conte?do (BARDIN, 2007); em condutas relacionais da conviv?ncia, assim como, nas condutas relacionais indesej?veis e n?o-sociais, apontamos os sentidos discutindo-os alicer?ados pelo aporte te?rico dessa pesquisa; por fim, em gin?stica geral como aposta ?tica e pol?tica na forma??o humana, apontamos algumas possibilidades para a pr?tica da gin?stica e da Educa??o F?sica escolar, assim como, para pensar a educa??o pelo vi?s da forma??o humana.