Physical education is a profession where heterosexuality has historically been regarded as normal, if not compulsory. The location of female physical education (PE) teachers at the nexus of discourses about masculinist sport, women's physical education and pedagogies of the body has exerted unique historical pressures on their sexualities. In North America and Western Europe, female PE teachers have frequently been suspected of being lesbian. This suspicion has enveloped lesbian teachers in a shroud of oppressive silence, tolerated only as an 'open secret' (Cahn, 1994). This study examined the life histories of six women from three generations who had taught physical education in western Canada. Previous life history research has focused exclusively on lesbian PE teachers (Clarke, 1996; Sparkes, 1992, 1994a, 1994b; Squires & Sparkes, 1996; Sparkes & Templin, 1992) which risks reinforcing a hierarchical relationship between 'lesbian' and 'heterosexual'. Accordingly, three women who identified as 'lesbian' and three as 'married' or 'heterosexual' were involved in this study which incorporated poststructural, psychoanalytic and queer theories about sexual subjectivity into a feminist approach to life history. The notions of 'understanding' and 'overstanding' were used to analyze data which meant interpreting not only had been said during the interviews but also what was left unsaid. The women's life histories revealed how lesbian sexualities have been marginalized and silenced, especially within the physical education profession. A l l the women grew up in families where heterosexuality was normalized, and all except one experienced pressure to date boys during their high school education in Canada. As teachers, identifying as a 'feminist' had a greater affect on their personal politics and approaches to teaching than their sexual identities. The life histories also provided limited support to the notion that PE teacher's participation in various women's sports accentuated the suspicion of lesbianism. For two of the 'lesbian' women, team sports continued to provide valuable lesbian communities from the 1950s to the present day. In contrast, one 'lesbian' women established her lesbian social network through individual sports and urban feminist groups. The 'heterosexual' women had all participated in gender-neutral sports. Overall the sporting backgrounds of these teachers did little to dispel the long-standing association between women's sports and lesbianism which, in turn, has affected female PE teachers. Drawing on queer theory and the notion of 'overstanding' data, deconstructive interpretations suggested how heterosexuality had been normalized in several institutional discourses within women's physical education. These interpretations undermined the boundaries of 'the closet', sought out an absent lesbian gaze and suggested that homophobia has been, in part, rooted in the social unconscious of the physical education profession.

Thesis (M.Ed. (Hons.))--University of Western Sydney, Nepean, 1998. / p. 14 missing. Includes bibliographical references (leaves 191-203) and appendices.

Στην εργασία αυτή επιχειρείται η καταγραφή των απόψεων μίας μικρής ομάδας εκπαιδευτικών Φυσικής Αγωγής της Πρωτοβάθμιας Εκπαίδευσης, από τη μια μεριά για τις επιδράσεις της πρόσφατης αλλαγής των θεσμικών προδιαγραφών διδασκαλίας στον επαγγελματικό τους ρόλο και από την άλλη μεριά για τις υποστηρικτικές επιμορφωτικές δραστηριότητες που ακολούθησαν. Η συγκεκριμένη εκπαιδευτική αλλαγή περιλαμβάνει το νέο Αναλυτικό Πρόγραμμα Σπουδών, καθώς και την εισαγωγή νέου διδακτικού υλικού για εκπαιδευτικούς και μαθητές. Η μελέτη προσεγγίζει τα αντικείμενα της έρευνας με εννοιολογικό πλαίσιο το πεδίο της «επαγγελματικής ανάπτυξης των εκπαιδευτικών» και εφαρμόζει ποιοτική ερευνητική μέθοδο που βασίζεται σε ανοιχτού τύπου ερωτήσεις με τους συνεντευξιαζόμενους. Διαπιστώνεται ότι η συγκεκριμένη εσωτερική εκπαιδευτική μεταρρύθμιση αξιοποιήθηκε ελάχιστα ως ευκαιρία επαγγελματικής ανάπτυξης των εκπαιδευτικών Φυσικής Αγωγής της Πρωτοβάθμιας Εκπαίδευσης. / The present study focuses on the views of a small teachers’ group consisting of Physical Education teachers who teach in the Primary Education. On the one hand it investigates the influences on their professional role because of the recent institutional change in their teaching specifications and on the other hand it investigates the relative supporting training activities. This particular educational change includes the new National Curriculum and the introduction of new teaching material for teachers and students. The study approaches the research objects by using as conceptual framework the field of “teacher professional development” and applies a qualitative research method which based on open-asked questions to interviewed subjects. The conclusions indicate that the exploitation of this specific internal educational reform as a professional –development opportunity for the Physical Education teachers was of a minimum degree

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No. of bitstreams: 1 DISS_2015_Francisca Franciely Veloso de Almeida.pdf: 2482867 bytes, checksum: bc1a1e089897a6458c7fdfed80449646 (MD5) Previous issue date: 2016-03-25 / CAPES / Esta pesquisa tem como objetivo geral conhecer a percepção docente e discente sobre a contribuição do Estágio Curricular de cursos de licenciatura em Educação Física no estado de Mato Grosso para a formação do futuro professor, bem como são estruturadas e organizadas as disciplinas de Estágio Curricular dos referidos cursos. Para tanto, elaboramos um referencial teórico que abordou alguns elementos históricos, determinantes legais, princípios e concepções de formação de professores. No que tange à formação no campo da Educação Física, discorremos sobre o percurso histórico, concepções e a relação dos saberes docentes e a formação de professores. Por fim, abordamos o Estágio Curricular, apresentando elementos necessários ao processo formativo. A pesquisa se caracteriza como descritiva com abordagem qualitativa, tendo em vista que o tratamento dos dados se deu a partir das análises interpretativas e não se objetivou a quantificação dos mesmos. O universo da pesquisa foi composto por 10 instituições que possuem cursos de Licenciatura em Educação Física no estado de Mato Grosso, participando como sujeitos, vinte e quatro (24) professores que lecionam as disciplinas de Estágio Curricular e cento e cinquenta e quatro (154) acadêmicos. Como instrumento de pesquisa realizamos uma análise documental dos programas das disciplinas de Estágio Curricular fornecidos pelas instituições, a partir das ementas, objetivos, conteúdos, metodologias e avaliação; entrevistas semiestruturadas realizadas com professores que ministram disciplinas de Estágio Curricular e questionário contendo quatorze (14) questões, sendo três (3) questões fechadas, quatro (4) questões fechadas com possibilidade de justificativa e sete (7) questões abertas, todas direcionadas aos acadêmicos matriculados na última disciplina de Estágio, ou tendo cursado 50% das disciplinas de Estágio. Sobre os programas das disciplinas, todos os cursos cumprem com a carga horária mínima de 400 horas, exigida legalmente, sendo que três (3) instituições ultrapassam a carga horária exigida, a carga horária maior é 480 horas. Além dos níveis de ensino, Educação infantil, Ensino Fundamental e Ensino Médio, alguns cursos estendem o Estágio para Educação de Jovens e Adultos, Educação Especial e Programas Escolares. A partir das entrevistas identificamos que a maioria dos professores apresenta satisfação em ministrar as disciplinas de Estágio. Sobre a aprendizagem da docência, poucos reconhecem como algo que é construído e contínuo, há grupos que valorizam a vivência e o contato direto com o fazer, outros com os conhecimentos advindos de cursos, leituras e livros e os que reconhecem que a relação com os pares é uma forma também de aprendizado do trabalho docente. A maioria dos acadêmicos considera as disciplinas de Estágio importantes, visto a aproximação da realidade escolar, como também sinalizam a pretensão de atuarem na docência na Educação Básica. O estudo observou avanços no processo de estruturação e organização do Estágio na formação de professores. A realização de seminários que contam com a participação dos professores das escolas e apresentação das produções dos acadêmicos, socializando o conhecimento construído por todos a partir do Estágio. Por fim, pressupomos que ao conhecer as diversas formas e configurações do Estágio nos cursos de Licenciatura em Educação Física, possamos contribuir, destacando seus limites, suas possibilidades e o que se tem construído nesse espaço formativo / This research has as general aim to know the teacher's and student's perception about the contribution of the Curricular Internship of the graduation courses in Physical Education in the state of Mato Grosso to the formation of the future teacher, as well as how the disciplines of Curricular Internship are structured and organized in the referred courses. To do so, we elaborated a theoretical reference which approaches some historical elements, legal determinants, principles and conceptions of teacher formation. Regarding the formation in the field of Physical Education, we discoursed about the historical trajectory, conceptions and the relation of teacher's knowledge and teacher formation. The research characterizes itself as descriptive with qualitative approach, the data treatment was by interpretive analysis and it did not aimed the quantification of them. The universe of the research was composed by 10 institutions that have a Bachelor’s degree course of Physical Education in the state of Mato Grosso, participating as subjects twenty-four (24) teachers who teach the disciplines of Curricular Internship and a hundred and fifty-four (154) academics. As instruments of research we made a documental analysis of the programmes of the disciplines of Curricular Internship provided by the institutions, from the syllabus, objectives, contents, methodologies and evaluation; semi-structured interview was made with the teachers who teach the discipline of Curricular Internship and questionnaire having fourteen (14) questions, being three (3) closed questions, four (4) closed questions with possibility of justifying and seven (7) open questions, each of them directed to the academics enrolled in the last discipline of Internship or having coursed 50% of the Internship disciplines. About the programmes of disciplines, all the courses fulfilled the minimum necessary hours of 400 hours, legally demanded, being that in three (3) institutions the hours exceeded, the highest hours is 480 hours. Besides the levels of education, yearly Education, Elementary Education and High School, some courses extend the Internship to Youth and Adult Education, Special Education and Schools Programmes. From the interview, we identified that most teachers present satisfaction in teaching the discipline of Internship. About the students’ learning, few recognize as something that is constructed and meaningful, there are groups that value the experience and the direct contact with the doing in practice, some value the knowledge coming of courses, readings and books and there are those who recognize that the relation with the pairs is also a way of learning of the teacher’s work. Most academics consider the Internship disciplines important, because of the approximation with the school’s reality, as well as signing the pretension of acting in teaching in Basic Education. The study observed an advance in the process of structure and organization of the Internship in teacher formation. The achievement of seminars which count with participation of school teachers and presentation of academics’ productions, socializing the knowledge built by everyone from the Internship. At last, we presuppose that knowing the different forms and configurations of Internship in the bachelor’s degree course of Physical Education, we may contribute, highlighting its limits, possibilities and what has been constructed in this formative space

Made available in DSpace on 2014-08-20T13:49:11Z (GMT). No. of bitstreams: 1 Mateus Salerno.pdf: 1458504 bytes, checksum: 0e08e1115f9e04fa165e087988d1fe9a (MD5) Previous issue date: 2013-02-21 / In recent decades, Brazil has experienced growing in the number of specialized agencies, service providers on physical and sports activities: gyms. It is believed that there are approximately 20,000 establishments in the country that offer various activities of gymnastics, weightlifting, dancing, water activities and martial arts, which absorb about 60% to 70% of Physical Education professionals entering the job market each year. Many of them still do not absorb trained professionals, such as provisioned, students and laymen. Very little is known about the portion that represents each of these groups within the workforce working in gyms. Moreover, we particularly do not have information on technical knowledge and professional update of these workers, two aspects that are essential to work satisfactory in these places. Thus, the present study aimed to evaluate the level of technical knowledge and professional development of professional gyms essential for planning and implementation of a physical training program for gym users in the city of Pelotas - RS. Descriptive, observational, cross-sectional study covering all professionals working in gyms of physical activity in the city. Data collection will be conducted using a pre-tested questionnaire and codified, including questions about demographic and socioeconomic conditions, on training, technical knowledge and professional development / Nas últimas décadas o Brasil tem apresentado um crescimento no número de organizações especializadas, prestadoras de serviços físico-esportivos: as chamadas academias de ginástica. Acredita-se que existam cerca de 20.000 estabelecimentos no país que oferecem diversas atividades entre ginásticas, musculação, danças, atividades aquáticas e artes marciais, que absorvem cerca de 60% a 70% dos profissionais de Educação Física que ingressam no mercado de trabalho por ano. Muitas delas ainda absorvem profissionais não formados, tais como provisionados, estudantes e leigos. Muito pouco se sabe sobre a parcela que cada um desses grupos representa dentro da mão de obra de trabalho nas academias. Além disso, e, principalmente, não se tem informações sobre o conhecimento desses profissionais sobre os conhecimentos técnicos e atualização profissional, fundamentais para o trabalho nesses locais. O presente estudo tem o objetivo de avaliar o nível de conhecimento técnico e a atualização profissional dos profissionais de academias de ginástica sobre informações essenciais ao planejamento e implementação de um programa de treinamento físico para os alunos das academias de ginástica da cidade de Pelotas RS. Trata-se de um estudo descritivo, observacional, de corte transversal contemplando todos os profissionais atuantes em academias de atividade física da cidade de Pelotas-RS. A coleta de dados será realizada através de questionário pré-testado e codificado, contendo questões referentes às condições demográficas e socioeconômicas; sobre formação, conhecimento técnico e atualização profissional

Title: Teachers opinions on athletics teaching at elementary schools in Prague Produced by: Barbora Brezíková Supervisor: PhDr. Aleš Kaplan, Ph.D. Aims: The aim of this diploma thesis was to find the opinions of physical education teachers on athletics teaching at elementary schools located in Prague. In the first place, we have created the questionnaire survey to get the teachers overview. These questionnaires were distributed to teachers of previously selected elementary schools. The questionnaire survey was aimed at determining the percentage of athletic lessons, using athletic disciplines in teaching, background and equipment of individual schools. The thesis also highlights the factors that affect an educational process based on teachers' opinion. In the conclusion of the result part we present a list of improvements that can be used for training athletic disciplines in elementary schools. Methods: In this thesis the questionnaire survey method was used. The teachers of physical education at elementary schools in Prague were the target group. The questionnaires were sent by email, the information was processed in Microsoft Excel. An informal personal interviews were conducted in order to create an overview of the subjects for the training of selected athletic disciplines. During these informal...

Physical education is a profession where heterosexuality has historically been regarded as normal, if not compulsory. The location of female physical education (PE) teachers at the nexus of discourses about masculinist sport, women's physical education and pedagogies of the body has exerted unique historical pressures on their sexualities. In North America and Western Europe, female PE teachers have frequently been suspected of being lesbian. This suspicion has enveloped lesbian teachers in a shroud of oppressive silence, tolerated only as an 'open secret' (Cahn, 1994). This study examined the life histories of six women from three generations who had taught physical education in western Canada. Previous life history research has focused exclusively on lesbian PE teachers (Clarke, 1996; Sparkes, 1992, 1994a, 1994b; Squires & Sparkes, 1996; Sparkes & Templin, 1992) which risks reinforcing a hierarchical relationship between 'lesbian' and 'heterosexual'. Accordingly, three women who identified as 'lesbian' and three as 'married' or 'heterosexual' were involved in this study which incorporated poststructural, psychoanalytic and queer theories about sexual subjectivity into a feminist approach to life history. The notions of 'understanding' and 'overstanding' were used to analyze data which meant interpreting not only had been said during the interviews but also what was left unsaid. The women's life histories revealed how lesbian sexualities have been marginalized and silenced, especially within the physical education profession. A l l the women grew up in families where heterosexuality was normalized, and all except one experienced pressure to date boys during their high school education in Canada. As teachers, identifying as a 'feminist' had a greater affect on their personal politics and approaches to teaching than their sexual identities. The life histories also provided limited support to the notion that PE teacher's participation in various women's sports accentuated the suspicion of lesbianism. For two of the 'lesbian' women, team sports continued to provide valuable lesbian communities from the 1950s to the present day. In contrast, one 'lesbian' women established her lesbian social network through individual sports and urban feminist groups. The 'heterosexual' women had all participated in gender-neutral sports. Overall the sporting backgrounds of these teachers did little to dispel the long-standing association between women's sports and lesbianism which, in turn, has affected female PE teachers. Drawing on queer theory and the notion of 'overstanding' data, deconstructive interpretations suggested how heterosexuality had been normalized in several institutional discourses within women's physical education. These interpretations undermined the boundaries of 'the closet', sought out an absent lesbian gaze and suggested that homophobia has been, in part, rooted in the social unconscious of the physical education profession. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

No description available.

[pt] Contribuir para a construção de uma educação de qualidade, uma escola para todos/as, tem sido um dos grandes desafios encontrados por aqueles/as que trabalham com a formação de professores/as. Sabe-se que a sociedade está em constante movimento e a escola brasileira necessita acompanhar as transformações ocorridas ao longo dos tempos. Pensar em educação no Brasil atualmente é pensar em diferentes sujeitos que estão configurados por identidades híbridas e são atores em diferentes realidades. Nesse sentido, trata-se não somente de respeitar as diferenças, mas também de desafiar práticas homogeneizadoras que abafem a pluralidade cultural. Como professora de Educação Física me preocupo com as questões deste campo, procurando compreender de que forma esta disciplina escolar pode contribuir para uma vivência pedagógica mais igualitária, onde todos/as possam ser contemplados/as a partir de seus anseios e necessidades. O presente estudo tem como objetivo identificar de que forma as questões acerca da diferença cultural são discutidas nos cursos de formação de professores/as de Educação Física e para isso o curso de Licenciatura em Educação Física da Universidade Federal do Rio de Janeiro foi escolhido como estudo de caso. Foram analisadas as Diretrizes que regem o curso, seu Projeto Político Pedagógico e os programas das disciplinas oferecidas. Também foram observadas as aulas de cinco disciplinas do curso e por fim foram realizadas entrevistas com docentes, discentes, coordenadora do curso e diretor da instituição. Pude concluir que a formação de professores/as de Educação Física ainda se apresenta fortemente impregnada pelo viés esportivista que faz parte da história do campo, mas que iniciativas que visam a inclusão de todos/as nas aulas desta componente curricular se encontram presentes nas estratégias de formação destes/as futuros/as professores/as. Defendo a educação intercultural como a perspectiva que pode nos oferecer caminhos e respostas para a realização de um processo educativo que contemple todos/as os/as discentes, respeitando suas identidades, dando possibilidades para um diálogo igualitário e inclusivo, permitindo assim que a escola possa ser construída como um espaço de cruzamento de culturas e não como mantenedora de desigualdades e silenciadora de identidades. / [en] Contribute to building a quality education, a school for all, has been one of the great challenges faced by those working with the teachers education. We know that the society is constant movement and the Brazilian school needs follow the changes that happen throughout time. Nowadays, thinking about education in Brazil is to think about different individuals who are configured for hybrid identities and are actors in different realities. Thus, it is not only to respect differences, but also to challenge homogenized practices that muffle cultural plurality. As a teacher of Physical Education I am concerned with these issues, trying to understand how this school discipline can contribute to a more equitable educational experience where all as may be contemplated as from their expectations and needs. This study aims to identify how the issues concerning the cultural difference are discussed in the Physical Education teachers education course and I choosed the Physical Education course by Universidade Federal do Rio de Janeiro as a case study. Guidelines were analyzed the course, its Political Pedagogical Project and the programs of the courses offered. I also observed classes five course subjects and finally interviews were conducted with teachers, students, the course coordinator and director of the institution. I could conclude that Physical Education teachers education still has strongly impregnated by sporting bias, but that initiatives aimed at the inclusion of all are present in the strategies by course. I advocate intercultural education as the prospect that can offer us ways and answers to carry out an educational process that includes all the students, respecting their identities, giving possibilities for an egalitarian and inclusive dialogue, allowing the school can be constructed as a crop crossing space and not as maintainer of inequalities and identities of silencing.

Föreliggande studies syfte var att undersöka hur lärare i ämnet idrott och hälsa upplever att kroppsideal aktualiseras i undervisningen och hur de arbetar med det. De teoretiska utgångspunkterna i denna studie var Chris Shillings begreppsliga utveckling av Marcel Mauss, Emile Durkheim och Arthur Franks typologier. Studiens empiriska material har insamlats genom kvalitativa semistrukturerade intervjuer med sex lärare i ämnet idrott och hälsa på gymnasienivå. Resultatet visade att kroppsideal träder fram som en överförbar samhällsnorm, social konstruktion, självbild och självkänsla och som en funktionell kropp. Studiens resultat visade också att det finns svårigheter med att hantera kroppsideal som ett moment i undervisningen på grund av att det finns en rädsla hos idrottslärarna i hur de ska uttrycka sig för att inte skapa oönskat beteende hos eleverna. Trots detta uttryckte idrottslärarna att de har möjligheten att ge eleverna de nödvändiga verktyg som krävs för att kunna skapa en positiv kroppsbild. / The purpose of the present study was to investigate how teachers in the subject of physical education experience that body ideals are actualized in teaching and how they work with it. The theoretical starting points in this study was Chris Shilling's conceptual development of the typologies of Marcel Mauss, Emile Durkheim and Arthur Frank. The empirical material of the study has been collected through qualitative semi-structured interviews with six teachers in the subject of sports and health at upper secondary school level. The results showed that body ideals emerge as a transferable societal norm, social construction, self-image and self-esteem and as a functional body. The results of the study also showed that there are difficulties in dealing with body ideals as an element in teaching due to the fact that there is a fear among physical education teachers in how to express themselves in order not to create unwanted behavior in students. Despite this, the physical education teachers expressed that they have the opportunity to give the students the necessary tools needed to be able to create a positive body image.