Made available in DSpace on 2015-02-24T18:18:38Z (GMT). No. of bitstreams: 1 MarciaBS_TESE.pdf: 2015761 bytes, checksum: 2c1e1dbece3a01a8896dcd709bdd70ef (MD5) Previous issue date: 2011-08-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The media currently play a dual role in the physical and symbolic structure of social organization. It is through the media that companies have achieved control of their distribution and production. It is not only through the media, but mainly so, that certain world views circulate and are legitimized. Access to material and symbolic goods has become a mark of social distinction. The project of a more democratic society also involves the preparation of its citizens to be able both to deal with the media products that already circulate as well as to develop a critical perspective of media products. This research stemmed from the need to understand what place this study of the media occupies in training for teachers in early grades, given that children are already immersed in a media world from an early age. This research shows that this is a place which is under construction and despite the existing adverse conditions, emancipatory practices are being developed. The research is guided by the study of the media in teacher education from an emancipatory perspective. This perspective develops in a time that, in this case, has proved slow and fragmented, but not nonexistent. The process of teacher training is influenced by working conditions and educational policies that hinder both working with the media in school and also improving the critical understanding of the media. The research shows that training opportunities, even in these conditions, can allow for more meaningful criticism. The emancipatory perspective also includes a reflection on practices. These practices are being developed and this research sought to provide support for a proposed study of the media from this perspective / As m?dias exercem na atualidade a dupla fun??o de estrutura??o f?sica e simb?lica da organiza??o social. ? atrav?s das m?dias que as empresas t?m realizado o controle e a distribui??o de sua produ??o. ? atrav?s n?o s? das m?dias, mas principalmente por elas, tamb?m, que circulam e se legitimam determinadas vis?es de mundo. O acesso aos bens materiais e simb?licos se tornou um marco de distin??o social. O projeto de uma sociedade mais democr?tica passa tamb?m pelo preparo de seus cidad?os para serem capazes tanto de lidarem com os produtos midi?ticos que j? circulam, como de elaborar produtos midi?ticos numa perspectiva cr?tica. Esta pesquisa partiu da necessidade de compreens?o sobre qual o lugar que esse estudo das m?dias ocupa na forma??o de professores das s?ries iniciais, uma vez que as crian?as j? se encontram mergulhadas num mundo midi?tico desde a mais tenra idade. A pesquisa mostrou que este lugar est? em constru??o e apesar das condi??es adversas existentes, as pr?ticas emancipat?rias est?o em gesta??o. A pesquisa se pautou pelo estudo das m?dias na forma??o de professores numa perspectiva emancipat?ria. Essa perspectiva se desenvolve num tempo, que neste caso, se mostrou lento e fragmentado, mas n?o inexistente. O processo de forma??o docente ? atravessado por condi??es de trabalho e pol?ticas educacionais que dificultam tanto o trabalho com as m?dias na escola, quanto o avan?o na compreens?o cr?tica das m?dias. Mostrou que as ofertas de forma??o, ainda que nestas condi??es, conseguem acrescentar camadas de sentido mais cr?ticas. A perspectiva emancipat?ria tamb?m inclui uma reflex?o sobre as pr?ticas. Essas pr?ticas est?o em gesta??o, a pesquisa procurou oferecer subs?dios para uma proposta de estudo das m?dias nessa perspectiva

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-06-02T22:55:33Z No. of bitstreams: 1 RafaelDeGoisTinoco_DISSERT.pdf: 10327042 bytes, checksum: 39fa2f3545eaab47558de2229216433f (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-06-09T23:06:51Z (GMT) No. of bitstreams: 1 RafaelDeGoisTinoco_DISSERT.pdf: 10327042 bytes, checksum: 39fa2f3545eaab47558de2229216433f (MD5) / Made available in DSpace on 2017-06-09T23:06:51Z (GMT). No. of bitstreams: 1 RafaelDeGoisTinoco_DISSERT.pdf: 10327042 bytes, checksum: 39fa2f3545eaab47558de2229216433f (MD5) Previous issue date: 2017-03-06 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / A presente disserta??o nasceu de uma inquieta??o sobre os usos dos aparatos audiovisuais na escola, em especial nas aulas de Educa??o F?sica. Portanto, o estudo tem como objetivo compreender como o conte?do esporte pode ser efetivado no ?mbito da Educa??o F?sica no Ensino M?dio ao dialogar com a linguagem cinematogr?fica, atrav?s dos preceitos da m?dia-educa??o. Partiu-se, pois, da seguinte quest?o de estudo: ?Como os alunos do Ensino M?dio podem estabelecer uma interlocu??o entre esporte e cinema nas aulas de Educa??o F?sica a partir de preceitos da m?dia-educa??o??. Para tanto, amparada nas Pedagogias Cr?ticas de ensino da Educa??o F?sica, no conte?do esporte, nos elementos metodol?gicos da pesquisa-a??o, na m?dia-educa??o como concep??o de ensino e campo interdisciplinar de saber e no cinema enquanto estrat?gia de ensino, foi realizada uma interlocu??o pedag?gica de um bimestre letivo nas 4 turmas do 2? Ano (2 Inform?tica e 2 Mecatr?nica) do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte Campus Parnamirim (IFRN Campus Parnamirim), tematizando o conte?do esporte nas aulas de Educa??o F?sica. Para coleta de dados foi utilizado question?rio, di?rio de campo, registros no facebook e a observa??o sistem?tica das aulas. As justificativas consistiram no caminhar por novas formas de ensinar na Educa??o F?sica, no esfor?o de superar as concep??es t?picas de ensino do esporte, ambicionando a amplia??o do conhecimento sobre/com eles, angariado pelos princ?pios da m?dia-educa??o e pelo cinema enquanto estrat?gia de ensino, bem como na contribui??o ao acervo de trabalhos com essa mesma proposta, visto a t?mida produ??o acad?mica. Como principais resultados, obtivemos o aumento do tempo e do espa?o das aulas, atrav?s do relacionamento nos grupos via facebook diariamente, o trabalho colaborativo nas aulas e na produ??o final, o acesso cr?tico e criativo do conte?do esporte pelos educandos, alicer?ado pela m?dia-educa??o e pelo cinema enquanto estrat?gia de ensino, fugindo das aulas de car?ter esportivizado, assim como, a partir do reconhecimento dos processos pedag?gicos por parte dos alunos, a materializa??o de um planejamento significativo e inovador, que influenciou de forma positiva no processo de ensino-aprendizagem do conte?do esporte. / The present dissertation was born of a concern about the uses of audiovisual devices in school, especially in Physical Education classes. Therefore, the study aims to understand how sports content can be implemented within the scope of Physical Education in High School when dialoguing with the cinematographic language, through the precepts of media-education. The study question was: ?How can high school students establish a dialogue between cinema and sports in the classes of Physical Education based on precepts of media-education??. To this end, based on Critical Education Pedagogies of Physical Education, sport content, methodological elements of action research, media-education as a teaching conception and interdisciplinary field of knowledge and cinema as a teaching strategy, a dialogue was held (2 Informatics and 2 Mechatronics) of the Instituto Federal do Rio Grande do Norte Campus Parnamirim (IFRN Campus Parnamirim), thematizing the sport content in the classes of Physical Education. For data collection, a questionnarie, field diary, facebook logs and systematic observation of the classes were used. The justifications consisted in walking throught new ways of teaching in Physical Education, in the effort to overcome the typical conceptions of sports teaching, aiming to increase the knowledge about/with them, raised by the principles of media-education and cinema as a teaching strategy. As well as in the contribution to the collection of works with this same proposal, given the timid academic production. As a main result, we increased the time and space of the classes, through the relationship in the groups via facebook daily, the collaborative work in the classes and in the production, the critical and creative access of the sports content by the students, supported by the media-education and the cinema as a teaching strategy, avoiding sports classes, as well as, based on the recognition of pedagogical processes by the students, the materialization of a significant and innovative planning, wich had a positive influence on the teaching-learning process of sports content.