Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-08-23T20:20:37Z No. of bitstreams: 1 2009 - Duval Nessler.pdf: 730188 bytes, checksum: b23e8e6f11366eaef954a4fd9a7dbfb7 (MD5) / Made available in DSpace on 2018-08-23T20:20:37Z (GMT). No. of bitstreams: 1 2009 - Duval Nessler.pdf: 730188 bytes, checksum: b23e8e6f11366eaef954a4fd9a7dbfb7 (MD5) Previous issue date: 2009-12-18 / Nowadays, professionals in the area of Physical Education are challenged to adapt the curriculum to the new guidelines and new demands of society. There will, the following question: "what alternative content taught in classes of Physical Education can be useful for agricultural education?" In handling this issue, this research supports the hypothesis that the agricultural college, the teaching of Physical Education has the need to give students more time through the significant inclusion of AFAN (Physical Activities of Adventure in Nature) and new perspectives to be included in the Agricultural College "Senator Carlos Gomes de Oliveira" (CASCGO). In order to get the general goal, which is try to identify activities related to AFAN that can be focused on teaching Physical Education and funded through an interdisciplinary perspective of agricultural education. The AFAN addressed several issues important to improving the quality of life: sports, corporate and legitimacy of Physical Education school, interdisciplinary, ecology, ecotourism, ecological trails, and even the interface between the Physical Education, Environmental Education and sustainable development. In addressing the methodological aspects of qualitative research, set a new proposal for alternative content in Physical Education in CASCGO. The strategies and deepening of research focus on the literature search, application of the same questionnaire and analysis. From the data collected, it identifies the categories as the evaluation of discipline in CASCGO, their working hours and content, the relationship between physical education and other areas of technical knowledge of the course in Agriculture, the interdisciplinary, and practical feasibility of the AFAN lessons of Physical Education. Analyzing the type of content that is practical and minister in the daily school's agricultural college, seeks to present an innovative fitness, showing a significant educational component for both the teacher and for the student, where he ceases to be a receiver only and skillful, Emphasizing the importance of physical activity in the nature of adventure in your daily life inside and outside the school context. The results of this study suggest that the implementation of the AFAN as prospect for the teaching of Physical Education in CASCGO is within the expectations of students due to shortage of recreation spaces, among which stand out as follows: trees, Ecological and Rock climbing Sports Track. In examining the prospects for the AFAN as CASCGO it was found that among their different ways, the ecological track is the most activity that provides an interface between the Physical Education and Environmental Education, fits perfectly well into our institution of agricultural education. Therefore, it is confirmed that the arrangements between the AFAN suggested, specifically the Ecological Trail is the most auspicious for the CASCGO. It is believed that the AFAN, as content of Physical Education in Agricultural Education can be significant in developing the education of our students. / Atualmente, os profissionais da ?rea de Educa??o F?sica s?o desafiados a adequar os curr?culos ?s novas diretrizes e novas demandas da sociedade. Surge, ent?o, o seguinte questionamento: ?qual conte?do alternativo, ministrado nas aulas de Educa??o F?sica, pode ser ?til para a educa??o agr?cola?? No tratamento dessa problem?tica, a presente investiga??o sustenta a hip?tese de que, no col?gio agr?cola, o ensino da Educa??o F?sica tem a necessidade de proporcionar aos alunos momentos mais significativos atrav?s da inclus?o das AFAN (Atividades F?sicas de Aventura na Natureza) como novas perspectivas a serem inseridas no Col?gio Agr?cola ?Senador Carlos Gomes de Oliveira?- CASCGO. A partir do objetivo geral, identificam-se atividades relacionadas ?s AFAN que podem ser focadas no ensino da Educa??o F?sica e subsidiadas numa perspectiva interdisciplinar do ensino agr?cola. As AFAN abordam diversos assuntos importantes para a melhoria da qualidade de vida: esportes, corporalidade e legitimidade da Educa??o F?sica escolar, interdisciplinaridade, temas transversais, ecologia, ecoturismo, trilha ecol?gica, e, at? mesmo a interface entre a Educa??o F?sica, Educa??o Ambiental e desenvolvimento sustent?vel. Ao abordar os aspectos metodol?gicos da pesquisa qualitativa, define-se uma nova proposta de conte?dos alternativos da Educa??o F?sica no CASCGO. As estrat?gias e o aprofundamento da investiga??o, compreendem a pesquisa bibliogr?fica, aplica??o de question?rio e a an?lise dos mesmos. A partir dos dados coletados, identificam-se as categorias como a avalia??o da disciplina no CASCGO, sua carga hor?ria e conte?do, a rela??o entre Educa??o F?sica e outras ?reas de conhecimento do curso t?cnico em Agropecu?ria, a interdisciplinaridade, viabilidade e pr?tica das AFAN nas aulas de Educa??o F?sica. Analisando o tipo de pr?tica e conte?do que se ministra no cotidiano escolar do col?gio agr?cola, procura-se apresentar uma Educa??o F?sica inovadora, evidenciando um componente curricular significativo tanto para o professor, quanto para o aluno, onde ele deixa de ser somente receptor e adestrado, manifestando a import?ncia das atividades f?sicas de aventura na natureza em seu cotidiano dentro e fora do ?mbito escolar. Os resultados desta pesquisa apontam que a implementa??o das AFAN como perspectiva para o ensino da Educa??o F?sica no CASCGO est? dentro das expectativas dos alunos devido ? car?ncia de espa?os de lazer, dentre as quais se destacam as seguintes modalidades: Arvorismo, Trilha Ecol?gica e Escalada Esportiva. Ao analisar as AFAN como perspectivas para o CASCGO constatou-se que dentre as suas diversas modalidades, a trilha ecol?gica ? a atividade que mais propicia uma interface entre a Educa??o F?sica e a Educa??o Ambiental, enquadrando-se perfeitamente em nossa institui??o de ensino agr?cola. Portanto, confirma-se que entre as modalidades de AFAN sugeridas, especificamente a Trilha Ecol?gica ? a mais prop?cia para o CASCGO. Acredita-se que as AFAN, como conte?do da Educa??o F?sica na Educa??o Agr?cola possa ser significativo no desenvolvimento da forma??o integral dos nossos alunos.