Submitted by M?rden L?les (marden.inacio@ufvjm.edu.br) on 2016-07-04T22:59:38Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) delsa_fatima_santos_mariano.pdf: 1114462 bytes, checksum: b82edce62904fecaded34003d0101805 (MD5) / Rejected by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br), reason: Completar registro on 2016-07-04T23:02:13Z (GMT) / Submitted by M?rden L?les (marden.inacio@ufvjm.edu.br) on 2016-07-04T23:58:21Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) erica_carvalho_furforo.pdf: 807685 bytes, checksum: 5cf80432bf0c25d0db30ca19dcc6b7a0 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2016-07-05T01:19:51Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) erica_carvalho_furforo.pdf: 807685 bytes, checksum: 5cf80432bf0c25d0db30ca19dcc6b7a0 (MD5) / Made available in DSpace on 2016-07-05T01:19:51Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) erica_carvalho_furforo.pdf: 807685 bytes, checksum: 5cf80432bf0c25d0db30ca19dcc6b7a0 (MD5) Previous issue date: 2015 / RESUMO A Aten??o B?sica no Brasil tem como um dos seus desafios a incorpora??o da atividade f?sica ao cotidiano da popula??o. Essa estrat?gia goza de grande reconhecimento cient?fico no que tange ? obten??o de h?bitos de vida saud?veis. O presente estudo objetivou identificar a percep??o dos profissionais da Estrat?gia de Sa?de da Fam?lia (ESF) sobre pr?ticas de atividade f?sica nas Unidades B?sicas de Sa?de (UBS) de Diamantina (MG). Neste trabalho estudou-se a percep??o dos profissionais acerca da import?ncia da atividade f?sica, a ader?ncia da popula??o a essas pr?ticas, as dificuldades para a realiza??o das atividades, bem como seu planejamento e execu??o. Foi desenvolvido um estudo explorat?rio, descritivo e anal?tico, do tipo corte transversal, com abordagem de natureza quantitativa e qualitativa, e uma coleta de dados em que foi aplicado um question?rio do tipo Likert a todos os profissionais da sa?de de todas as ESF do referido munic?pio. Na primeira etapa os dados foram analisados atrav?s de estudo de frequ?ncia e propor??o e, na segunda, realizou-se o teste exato de Fisher para verificar associa??o estatisticamente significativa entre categorias profissionais estudadas e vari?veis de interesse. Foi detectado o desenvolvimento de pr?ticas de atividade f?sica representadas pelos grupos de caminhada e gin?stica em seis das nove UBS do munic?pio. Destaca-se a seguir os principais resultados obtidos. A percep??o da import?ncia da pr?tica de atividade f?sica obteve a concord?ncia de 100% dos indiv?duos em tr?s das seis assertivas pesquisadas. A percep??o da participa??o da popula??o nas pr?ticas de atividade f?sica na UBS mostrou concord?ncia total e parcial entre mais de 75% dos respondentes quanto ? divulga??o, hor?rio e aconselhamento sobre a participa??o nos grupos de atividade f?sica. A percep??o das dificuldades para a realiza??o de atividade f?sica nas UBS destacou, em 96% das respostas, a necessidade de capacita??o dos profissionais de sa?de para atividade f?sica. O estudo da percep??o dos profissionais em rela??o ao planejamento e execu??o das pr?ticas de atividade f?sica mostrou que 83,9% das respostas concordaram total ou parcialmente com o reconhecimento da responsabilidade de todos os profissionais da ESF no desenvolvimento das atividades. Conclui-se que os profissionais percebem os benef?cios e a import?ncia da pr?tica de atividade f?sica no ?mbito da Aten??o B?sica, embora reconhe?am a pequena participa??o da popula??o nos grupos de atividade f?sica e na disponibiliza??o de equipamentos p?blicos para tal fim. / Disserta??o (Mestrado) ? Programa de P?s-gradua??o em Ensino em Sa?de, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2015. / ABSTRACT The Primary Care in Brazil has as one of its challenges incorporating physical activity to daily life of the population. Incorporating physical activity to the population habits enjoys high scientific recognition to obtain healthy life habits. This study aimed to identify the perception of professionals from the Family Health Strategy practice of physical activity in the Basic Health Units of Diamantina, MG. In this work we studied the perception of professionals about the importance of physical activity, adherence of the population to these practices, the difficulties to carry out the activities and the planning and execution of the same. It was developed an exploratory, descriptive and analytical study of transversal, with a quantitative and qualitative approach, in which data collection was a questionnaire of Likert to all health professionals from all of the municipality ESF. In the first stage the data were analyzed through study frequency and proportion and the second stage was held Fisher's exact test to determine a statistically significant association between occupational groups studied and variables of interest. The development of physical activity practices represented by walking groups and fitness in six of the nine municipal UBS was detected. It highlights the following key results. The perception of the importance of physical activity practice obtained the agreement of 100% of subjects in three of the six surveyed assertive. The perception of participation of people in physical activity practices in UBS showed total and partial agreement between more than 75% of respondents as the disclosure time and advice the participation of physical activity groups. The perception of the difficulties to achieve the physical activity groups at UBS noted in 96% of the responses, the need for training of health professionals for physical activity. The study of the perception of the professionals in relation to the planning and execution of physical activity practices showed that 83.9% of respondents agreed fully or partially recognizing the responsibility of the ESF in the development of activities. It is concluded that the professionals realize the benefits and importance of physical activity in the context of Primary Care, while acknowledging the small participation of the population in physical activity groups and providing public facilities for the purpose.

Made available in DSpace on 2014-12-17T14:20:11Z (GMT). No. of bitstreams: 1 JoicySGC_DISSERT_PARCIAL.pdf: 599465 bytes, checksum: 239defeb31f86543c13ce943759cf59c (MD5) Previous issue date: 2013-02-22 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / This study aims to analyze the relationship between music and religion in Max Weber s life and work, in a perspective that combines its intellectual productions in Sociology, in religion and art subfields. We developed a research in order to revisit the concept of rationalization, present in Weberian thought, and also to discuss how music and religion, as distinct spheres of life, star conflicts and alliances and build particular attitudes of action in the world, having the appearance of a rationality based on calculation in a central position to understand the construction of musical technique in the West and the autonomy of aesthetic enjoyment from religious enjoyment, previously linked. Regarding the procedure analysis, we built a symbolic cartography, according to Santos (2000), from selected works of Max Weber, as Religious rejections in the world and their directions (1982), among others. With the activity, we identified similarities and differences between music and religion in the author thoughts. We consider that the studied dimensions are important in Weberian analysis of the constitution of modern society and its cultural system, showing two distinct approaches to the issue of rationalization in the West / Este trabalho tem como objetivo analisar a rela??o entre m?sica e religi?o na vida e obra de Max Weber, em uma perspectiva que alia suas produ??es intelectuais em Sociologia, nos subcampos da religi?o e da arte. Desenvolvemos a investiga??o revisitando o conceito de racionaliza??o, presente no pensamento weberiano, discutindo tamb?m de que modo a m?sica e a religi?o, enquanto esferas distintas da vida, protagonizam conflitos e alian?as e constroem atitudes particulares de a??o no mundo, tendo o surgimento de uma racionalidade baseada no c?lculo uma posi??o central para compreender a constru??o da t?cnica musical no Ocidente e a autonomiza??o do gozo est?tico do gozo religioso, anteriormente vinculados. No que concerne ao procedimento de an?lise, constru?mos uma cartografia simb?lica, conforme Santos (2000), de obras selecionadas de Max Weber, como Rejei??es religiosas do mundo e suas dire??es (1982), entre outras. Com a atividade, identificamos aproxima??es e distanciamentos entre m?sica e religi?o no pensamento desse autor. Consideramos que as dimens?es estudadas encontram import?ncia nas an?lises weberianas da constitui??o da sociedade moderna e seu sistema cultural, apresentando dois enfoques distintos do problema da racionaliza??o do ocidente

Made available in DSpace on 2014-12-17T14:20:27Z (GMT). No. of bitstreams: 1 Betania MFM_TESE.pdf: 5735783 bytes, checksum: aa96656543e594bd12ee70db21dd8194 (MD5) Previous issue date: 2012-12-20 / This study was elaborated based on our research of the work Mithologiques by the anthropologist Claude L?vi-Strauss (1908-2009), which affirms that languages, indigenous myths and music are related. He proposes that the understanding of myths occurs in a similar manner as with an orchestral score. In the course of his tetralogy we investigated the musical terms used in the analysis and in the division of the chapters, especially in the first volume of his work. Several compositional procedures and forms are named. Composers in pairs are categorized: Sebastian Bach for the code, Ludwig van Beethoven for the message, and Richard Wagner for the myths. In this deduction, we structured in parts: theme and variations, sonata and fugue with the aforementioned composers. Within the greatness of anthropological study, from among over 800 myths, we selected the first five of the indigenous tribe Bororo to discuss within the Theme and Variation segment. In the Sonata part there are two myths with the same theme: The wife of the jaguar which relates to the compositional structure, and four myths about The origin of women. Finally, in the segment related to the Fugue, we collected four myths that address The shortness of life. Honoring the many terms expressed in opposition, contrast, or symmetry under consideration in Levi-Strauss work, we entitled this thesis emphasizing the migration between the tempos Largo and Prest?ssimo as these are oppositional presentations in music. Fifteen musical myths accompany the work supported by selected narratives. In light of this we questioned, we questioned: how are incest, murder and other events part of a society that elevates nature as an extension of life itself? And how did L?vi-Strauss think that anthropology harmonized with music? In the preparation of this study, philosophers like Peter Sloterdijk discuss the circular territory of Mythology / Este estudo foi elaborado com base em nossas pesquisas na obra Mitol?gicas do antrop?logo Claude L?vi-Strauss (1908-2009), na qual afirma que linguagens, mitos ind?genas e m?sica est?o relacionados. Ele prop?e que a compreens?o dos mitos ocorre de maneira similar com a partitura orquestral. No decorrer da sua tetralogia, investigamos termos da m?sica usados na an?lise e na divis?o dos cap?tulos, principalmente do primeiro volume da obra. V?rios procedimentos de composi??o e formas est?o nomeados. Compositores em pares s?o categorizados: Sebastian Bach para o c?digo, Ludwig van Beethoven para a mensagem e Richard Wagner para os mitos. Nesta dedu??o, estruturamos em partes: tema e varia??es, sonata e fuga com os compositores citados. Na grandeza do estudo antropol?gico, entre mais de 800 mitos, selecionamos os cinco primeiros da tribo ind?gena Bororo para discutir na parte Tema e Varia??o. Na parte Sonata h?: dois mitos com mesmo tema, A esposa do jaguar, para relacionar ? estrutura composicional e quatro mitos sobre A origem das mulheres. Por ?ltimo, na Fuga recolhemos quatro mitos que abordam A vida breve. Diante dos termos dados em oposi??o, contrastes ou simetria presentes na obra, demos o t?tulo a este trabalho migrando os andamentos largo e prest?ssimo por se apresentarem na m?sica tamb?m em opostos. Quinze mitos musicais acompanham o trabalho apoiados nas narrativas selecionadas. Para tanto, questionamos como incesto, assassinato e outros acontecimentos fazem parte da sociedade ind?gena que eleva a natureza como extens?o da pr?pria vida? E como L?vi- Strauss pensou a antropologia harmonizada ? m?sica? Na elabora??o deste estudo, pensadores como Peter Sloterdijk dialogam o territ?rio redondo da Mitologia

Made available in DSpace on 2014-12-17T14:35:55Z (GMT). No. of bitstreams: 1 MariaIBSM.pdf: 1665733 bytes, checksum: e6f6b38002f1885d1c53c13891df928a (MD5) Previous issue date: 2005-04-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This thesis proposes that the idea expressed in Juvenal s quotation Mens Sana in Corpore Sano, produced in the Ancient Greek-Roman civilization includes undestandings of body, heath and education that were reapropriated and reorganized by scientific and pedagogical theories in the XIX and XX centuries. These theories, especially the ones that received contributions from the biomedical sciences, have influenced Physical Education in the search of becoming a science. In order to realize this reapropriation, we have analyzed the transformations in the concepts of body, health and education produced in the area discourse, aiming at pointing out elements to the configuration of a theory that is being called Corpore Sano. The theory constitutes in possible systematization of scientific, philosophical and pedagogical concepts, and as such, an understanding of the scientific fundaments of Physical Education. The corpus of this analysis was composed by 148 articles that were published in Revista Brasileira de Ci?ncias do Esporte digitalized in the period between 1979 and 2003 and selected according to theme: body, biology, physical activity, effort physiology and health. The analysis of the content and the referential interpretation allowed the combination of philosophical reflection with attention to the empiric field as a comprehensive dimension. Based on the corpus of the analysis it is possible to configure meta-arguments about the concepts of body, health and education in the scientific production of Physical Education. As a metaresearch. Our study did not intend to judge the analyzed production, but look for theoretical elements that may generate a reflection about the scientific rationality in Physical Education and developments in the pedagogical field and in body practices. Such a reflection might be recognized as a theory of the living body, susceptible to modifications and interrogations that are proper of knowledge and practices of Physical Education. It is a theory rejects the idea of the complete truth and holds the comprehension that the truth is built historically through relations among different kinds of knowledge and Physical Education practices / A tese prop?e a id?ia de que a M?xima de Juvenal: Mens Sana in Corpore Sano, pronunciada na Antiguidade greco-romana subsume compreens?es de corpo, sa?de e educa??o reapropriadas e reorganizadas por teorias cient?ficas e pedag?gicas nos s?culos XIX e XX. Essas teorias, sobretudo, as que receberam contribui??es das ci?ncias biom?dicas, influenciaram a Educa??o F?sica em busca de cientificidade. Para perceber essa reapropria??o, analisamos as transforma??es nos conceitos de corpo, sa?de e educa??o produzidos nos discursos da ?rea, com vistas a apontar elementos para a configura??o de uma teoria que estamos denominando de Corpore Sano, a qual apresenta-se como uma sistematiza??o poss?vel de conceitos cient?ficos, filos?ficos e pedag?gicos e como tal, uma compreens?o dos fundamentos cient?ficos da Educa??o F?sica. O corpus de an?lise foi composto de 148 artigos publicados na Revista Brasileira de Ci?ncias do Esporte digitalizada no per?odo de 1979 a 2003 e selecionados a partir das seguintes tem?ticas: corpo, biologia, atividade f?sica, fisiologia do esfor?o e sa?de. A an?lise de conte?do e a interpreta??o referencial permitiram combinar a reflex?o filos?fica com a aten??o ao campo emp?rico numa dimens?o compreensiva. A partir do corpus de an?lise ? poss?vel configurar meta-argumentos em torno dos conceitos de corpo, sa?de e educa??o na produ??o cient?fica da Educa??o F?sica. Como uma metapesquisa, nosso estudo n?o se pretendeu a um julgamento da produ??o analisada, mas sim buscar elementos te?ricos que possam propiciar a reflex?o sobre a racionalidade cient?fica na Educa??o F?sica e seus desdobramentos no campo pedag?gico e das pr?ticas corporais. Uma reflex?o dessa natureza poder? ser reconhecida como uma teoria do corpo vivo, sujeita a transforma??es e interroga??es pr?prias dos saberes e pr?ticas da Educa??o F?sica. Uma teoria que rejeita a id?ia de verdade totalizante e abarca a compreens?o de que a verdade ? constru?da, historicamente, atrav?s das rela??es entre os saberes e as pr?ticas da Educa??o F?sica

Made available in DSpace on 2014-12-17T14:36:08Z (GMT). No. of bitstreams: 1 LaiseTPB.pdf: 4563357 bytes, checksum: 953c6a54428f7fb56000232785deb6d8 (MD5) Previous issue date: 2008-03-27 / The speeches about the body in interface with the technology, that fulfill the contemporary discussions, have been a stage of innumerable ethical, epistemological, aesthetic and ontological reflections. These happened bodies of the biotechnological scene also invade the dance, making several possible dialogues, making old concepts instable, opening way to revealing explorations and bringing with it implications and reflections. In this context, this research has as objective to discuss relations between body and technology in the dance; to understand the aesthetic configurations of the monster in the dance as possibility to question the body; to establish relations between the monstrous body in the dance and the conceptions of body in the Physical Education. We believe to be able to contribute for the reflection in the field of the Physical Education, since the work visualizes to extend the field of the discussions on aesthetic body and, as well as evidencing dialogues between different areas of the knowledge, as the Art and the Physical Education. From the point of view of the method, the work follows orientation of the Phenomenology for an aesthetic image appreciation of the videos in the choreographies In'perfeito and Viol?ncia of Cena 11, Dance Group that has marked new aesthetic configurations in the brazilian dance. Thus, we took for us the reflections on the "significant scenes" proposed by Bicudo (2000), to appreciate the dance of Cena 11. We emphasize that, after the identification of the Significant Scenes, it was necessary to approach these scenes from close senses, from which we detach the appearance, the space and the gesture. We evidence that, the bodies revealed by the group Cena 11, show an aesthetic that it interlaces the beauty, the ugly and the grotesque. An aesthetic of the unharmony, capable to transgress the oppositions, dialoguing with multiple antagonisms and that it amplifies the apollonian aesthetic linear rules, so predominant in the history of the dance and the Physical Education. We identify some indicatives that take us to the problematizations on an affective and anarchic body, when questioning the tyranny of the perfect corporality; the naturalization of the pain; the closed gesture in a finished and unique grammar; the standardization of feminine and masculine roles and the negation of the feeling. From these indicatives, we discuss the aesthetic of the deformed bodies of Cena 11, approaching it of the conceptions of body in the Physical Education, sometimes criticizing the rationalists and naturalistic views, sometimes dialoguing with more recent perspectives studied by researchers of this area of knowledge, which point to a reflection on the body under the optics of the sensible / Os discursos sobre o corpo em interface com a tecnologia, que permeiam as discuss?es contempor?neas, t?m sido palco de in?meras reflex?es ?ticas, epistemol?gicas, est?ticas e ontol?gicas. Esses corpos advindos do cen?rio biotecnol?gico tamb?m invadem a dan?a, possibilitando di?logos diversos, desestabilizando velhos conceitos, abrindo caminho a explora??es desveladoras e trazendo consigo implica??es e reflex?es. Nesse contexto, esta pesquisa tem como objetivo discutir rela??es entre corpo e tecnologia na dan?a; compreender as configura??es est?ticas do monstro na dan?a como possibilidade de questionar o corpo; estabelecer rela??es entre o corpo monstruoso na dan?a e as concep??es de corpo na Educa??o F?sica. Acreditamos poder contribuir para a reflex?o no campo da Educa??o F?sica, visto que o trabalho visualiza ampliar o campo das discuss?es sobre corpo e est?tica, bem como evidenciar di?logos entre diferentes ?reas do conhecimento, como a Arte e a Educa??o F?sica. Do ponto de vista do m?todo, o trabalho segue orienta??o da Fenomenologia para uma aprecia??o est?tica de imagens dos v?deos das coreografias In?perfeito e Viol?ncia do Cena 11, grupo de dan?a que tem marcado novas configura??es est?ticas na dan?a brasileira. Assim nos apropriamos das reflex?es sobre as cenas significativas propostas por Bicudo (2000), para apreciar a dan?a do Cena 11. Enfatizamos que, ap?s a identifica??o das Cenas Significativas, buscou-se aproximar essas cenas a partir de sentidos pr?ximos, das quais destacamos a apar?ncia, o espa?o e o gesto. Constatamos que os corpos revelados pelo grupo Cena 11 evidenciam uma est?tica que entrela?a o belo, o feio e o grotesco. Uma est?tica das desmedidas, capaz de transgredir as oposi??es, dialogando com m?ltiplos antagonismos e que amplifica os preceitos lineares e as est?ticas apol?neas t?o predominantes na hist?ria da dan?a e da Educa??o F?sica. Identificamos alguns indicativos que nos levam ?s problematiza??es sobre um corpo afetivo e anarquista, ao questionarem a tirania da corporalidade perfeita; a naturaliza??o da dor; a gestualidade fechada em uma gram?tica ?nica e acabada; a padroniza??o de pap?is femininos e masculinos e a nega??o do sentir. A partir desses indicativos, discutimos a est?tica dos corpos deformados do Cena 11, aproximando-a das concep??es de corpo na Educa??o F?sica, ora criticando as vis?es racionalistas e naturalistas, ora dialogando com perspectivas mais recentes pronunciadas por pesquisadores dessa ?rea de conhecimento, as quais apontam para uma reflex?o sobre o corpo sob a ?tica do sens?vel

Made available in DSpace on 2014-12-17T14:36:31Z (GMT). No. of bitstreams: 1 JoadsonMS_DISSERT.pdf: 2955465 bytes, checksum: 7118370ff14ca5d8ad994b97a023a1fd (MD5) Previous issue date: 2011-04-06 / The investigation about the body consciousness in school Physical Education had as main objective reporting a possibility of intervention, linking it directly to the contents of Physical Education and considering it as a crosscutting theme in this research. In this scope, we worked specifically with two contents of Physical Education - knowledge about the body and fights. During the study, we are going to discuss about teaching strategies for the themes of body awareness. To develop this work, we used the following study questions: how is treated the body consciousness in Physical Education and how it has been addressed in educational interventions? What are the difficulties found to the themes of body awareness on different issues of school Physical Education? How body awareness thematized in contents in Physical Education is received by the students and what are the attitudes demonstrated by them during the development of these lessons? Based from questions of study, we used the following methodological tools: participant observation, interviews, photographic records, debates, films, dramatizations and dynamics, which they were performed to stimulate students' critical thinking about their body and the other children s one. The research with ethnographic characteristics was conducted in two schools: one elementary school I, in Natal and one elementary school II, held in the municipality of the Jo?o C?mara, in the state of Rio Grande do Norte. We developed a structure in order that the three dimensions of contents conceptual, procedural and attitudinal were experienced by students. The work is structured in five chapters. At first, we made an introduction to justify the motivations that led us to write about body awareness at school. In the second chapter, we discussed reflection about the body and its possibilities of understanding, reflecting on the body and how this awareness was being treated in physical education classes at school. In the third chapter, dealing with the body awareness and dialogue with the Physical Education, we had made a theoretical approach, from authors such as CLARO (1988), N?BREGA (2000), ARAG?O (2004), MELO (2006), LORENZETTO and MATTHIESEN (2008) in order to situate the body consciousness and its relationship with physical education. In the fourth chapter, we talked about body awareness thematized in physical education contents: knowledge about the body and fights. We introduced the teaching experience developed in the school and we discussed with authors such as OLIVIER (2000), DARIDO AND RANGEL (2008), among others, about how was the reflection about the body leaving of these experiences. The fifth chapter was intended to closing remarks, in which we concluded that the body awareness, treated in physical education in school by sociocultural and historical aspects, it will contribute in building a man, a body and a society. Although the body consciousness is crafted in a few moments of Physical Education, based on the practices of body awareness or alternatives; in our proposal, we pointed out another perspective to work with body awareness, bringing its elements to permeate and pass through the contents of Physical Education. At work we can see a suggestion for that these experiences are carried out by other Physical Education professionals, obviously adapting the activities according to age and educational level of students / A investiga??o sobre a consci?ncia corporal na Educa??o F?sica escolar teve como objetivo principal relatar uma possibilidade de interven??o desta, relacionando-a diretamente aos conte?dos da Educa??o F?sica e considerando-a como um tema transversal nesta pesquisa. Neste escopo, especificamente trabalhamos com dois conte?dos da Educa??o F?sica - o conhecimento sobre o corpo e as lutas. No decorrer do estudo, discutiremos as estrat?gias pedag?gicas para a tematiza??o da consci?ncia corporal. Para o desenvolvimento deste trabalho, utilizamos as seguintes quest?es de estudo: como ? tratada a consci?ncia corporal na Educa??o F?sica e como tem sido abordada nas interven??es pedag?gicas? Quais as dificuldades encontradas para a tematiza??o da consci?ncia corporal nos diferentes assuntos da Educa??o F?sica escolar? Como a consci?ncia corporal tematizada nos conte?dos da Educa??o F?sica escolar ? recebida pelos alunos e quais as atitudes demonstradas por estes no desenvolvimento das aulas? Partindo das quest?es de estudo, recorremos aos seguintes recursos metodol?gicos: observa??o participante, entrevistas, registros fotogr?ficos, debates, exibi??o de filmes, dramatiza??es e din?micas, os quais foram realizados para estimular a reflex?o cr?tica dos alunos a respeito do seu corpo e do corpo das outras crian?as. A pesquisa com caracter?sticas etnogr?ficas foi desenvolvida em duas escolas p?blicas: uma de ensino fundamental I, no munic?pio de Natal e outra do ensino fundamental II, realizada no munic?pio de Jo?o C?mara, no interior do estado do Rio Grande do Norte. Desenvolvemos uma estrutura para que as tr?s dimens?es dos conte?dos conceitual, procedimental e atitudinal fossem vivenciadas pelos alunos. O trabalho foi estruturado em cinco cap?tulos. No primeiro, fizemos uma introdu??o para justificar as motiva??es que nos levaram a escrever sobre a consci?ncia corporal na escola. No segundo cap?tulo, discorremos a respeito da reflex?o corporal e suas possibilidades de compreens?o, refletindo sobre o corpo e sobre como a consci?ncia deste vem sendo tratada nas aulas de Educa??o F?sica escolar. No terceiro capitulo, tratamos da consci?ncia corporal e do di?logo com a Educa??o F?sica, no qual fizemos uma abordagem te?rica, a partir de autores como: CLARO (1988), N?BREGA (2000), ARAG?O (2004), MELO (2006), LORENZETTO E MATTHIESEN (2008), a fim de situar a consci?ncia corporal e sua rela??o com a Educa??o F?sica escolar. No quarto capitulo, falamos sobre a consci?ncia corporal tematizada nos conte?dos da Educa??o F?sica escolar: o conhecimento sobre o corpo e as lutas. Apresentamos as experi?ncias pedag?gicas desenvolvidas na escola e discutimos com autores como OLIVIER (2000), DARIDO e RANGEL (2008), dentre outros, acerca de como ? feita a reflex?o sobre o corpo partindo destas viv?ncias. O quinto cap?tulo foi destinado ?s considera??es finais, no qual conclu?mos que a consci?ncia corporal, tratada na Educa??o F?sica escolar pelos aspectos socioculturais e hist?ricos, contribuir? na constru??o do homem, do corpo e da sociedade. Embora a consci?ncia corporal seja trabalhada em alguns momentos da Educa??o F?sica, pautada nas pr?ticas corporais de conscientiza??o ou alternativas; em nossa proposta, apontamos outra perspectiva para se trabalhar a consci?ncia corporal, trazendo elementos dela para permear e atravessar os conte?dos da Educa??o F?sica. No trabalho pode se observar uma sugest?o para que essas experi?ncias sejam desenvolvidas por outros profissionais de Educa??o F?sica, obviamente adaptando as atividades ?s faixas et?rias e ao n?vel educacional dos alunos

Made available in DSpace on 2014-12-17T14:36:33Z (GMT). No. of bitstreams: 1 MoysesSF_DISSERT.pdf: 1300536 bytes, checksum: 87419e301fa26c30d7daf18b36a60b62 (MD5) Previous issue date: 2011-11-17 / Over time the Physical Education on IFRN has considered the sport as the only possibility of pedagogical action. In the purpose of investigating the aspects that determine this condition, this study aimed the context of physical education within the institutional framework and its current perspectives in the process of institutional transformation. In this sense, were addressed the following study questions: What political pedagogical aspects that influenced the context of Physical Education on IFRN and how the pedagogical experience on Mossoro s campus incorporated the perspectives of curricular proposals transformation for the High School and the theoretical changes of the Brazilian Physical Education. Methodologically the work was based on a qualitative approach characterized as a descriptive- comparative research. The technique of discourse analysis was employed in the speech of research collaborators having as categories of analysis the professional activities time in the institution; The ratio of official use of the assumptions to the pedagogical practice of Physical Education in IFRN; The sport in the education process of students and The Prospects of Physical Education in the current configuration of IFRN. The data analysis allowed us to infer that the theoretical methodology of pedagogical practice of Physical Education in IFRN need to be reformulated and that it is necessary a contextualization with the curricular principles of the political institutional pedagogical project and with the Curriculum Guidelines for Secondary Education. The teaching experience developed in the Mossoro s Campus was contextualized with the national curriculum guidelines for secondary education and the theoretical changes of the Brazilian Physical Education. We conclude that it is necessary a collective action of the group of teachers to transform the educational profile of Physical Education of IFRN, beyond the institutional support to be able to consolidate the physical education curriculum component in the current dimensions of society, human being, education, science, technology and work, proposed by the philosophical principles and epistemological political project of IFRN educational / Ao longo do tempo a Educa??o F?sica no IFRN tem considerado o esporte como ?nica possibilidade de a??o pedag?gica. No proposito de investigar os aspectos que determinaram tal condi??o, este trabalho objetivou analisar o contexto da Educa??o F?sica no ?mbito institucional e suas perspectivas atuais no processo de transforma??o institucional. Nesse sentido, foram abordadas as seguintes quest?es de estudo: Quais os aspectos politico pedag?gicos que influenciaram o contexto da Educa??o F?sica no IFRN e Como a experi?ncia pedag?gica no campus Mossor? se integrou ?s perspectivas de transforma??o curriculares propostas para o Ensino M?dio e as transforma??es te?ricas da Educa??o F?sica brasileira. No plano metodol?gico o trabalho fundamentou-se na abordagem qualitativa de investiga??o caracterizando-se como uma pesquisa descritivo-comparativa. A t?cnica de An?lise do Discurso foi empregada nas falas dos colaboradores da pesquisa tendo como categorias de an?lise o tempo de atua??o profissional na institui??o; A rela??o de aplica??o dos pressupostos oficiais com a pr?tica pedag?gica da Educa??o F?sica no IFRN; O esporte no processo de forma??o dos educandos e As perspectivas da Educa??o F?sica na atual configura??o do IFRN. A an?lise dos dados nos possibilitou inferir que os pressupostos te?ricos metodol?gicos da pratica pedag?gica da Educa??o F?sica no IFRN precisam ser reformulados e que se faz necess?rio a sua contextualiza??o com os princ?pios curriculares do projeto pol?tico pedag?gico institucional e com as Orienta??es Curriculares para o Ensino M?dio. A experi?ncia pedag?gica desenvolvida no Campus Mossor? esteve contextualizada com as diretrizes curriculares nacionais para o Ensino M?dio e com as transforma??es te?ricas da Educa??o F?sica brasileira. Conclu?mos que se faz necess?rio uma a??o coletiva do grupo de professores para transformar o perfil pedag?gico da Educa??o F?sica do IFRN al?m do respaldo institucional para que seja poss?vel consolidar a Educa??o F?sica como componente curricular nas atuais dimens?es de sociedade, ser humano, educa??o, ci?ncia, tecnologia e trabalho propostos pelos princ?pios filos?ficos e epistemol?gicos do Projeto pol?tico pedag?gico do IFRN

Made available in DSpace on 2014-12-17T14:36:34Z (GMT). No. of bitstreams: 1 LiegeMFS_DISSERT.pdf: 1711528 bytes, checksum: 46ad55bd0f2ee34ea6eaa0abb48a7b8e (MD5) Previous issue date: 2011-02-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Talking about body and beauty seems fairly familiar to physical education. We understand that the body language in the area provides many meanings over the appearance, beauty and aesthetics, thus requiring the need of criticism and the need to interrogate her to realize how physical education has been re-signified. For this purpose, considering the multiplicity of meanings that surround the body and beauty, we discussed the implications that this brings to the area of Physical Education, analyzing the conception of body and beauty in the studies in this area, at the masters level, from some questions: What conceptions of body and beauty have been discussed in the studies of physical education at the masters level? What is the relationship between the meanings of body and beauty products analyzed and identified in the models of beauty outlined in Physical Education? We understand the importance of this research and its contribution to the epistemological analysis of existing studies. And, mainly because there is a lack of studies that discuss these productions. For construction of this text and for our reflections, we rely on thoughts like David Le Breton, Claude Levi- Strauss, Michel Foucault, Maurice Merleau-Ponty, Ana Marcia Silva, Carmen Smith, Isabel Mendes, Karenin Porpino Nobrega and flounder. The present study is characterized as a qualitative research, and content analysis proposed by Laurence Bardin (1977) for data processing. The corpus was composed of eight essays in the area of Physical Education, published in the CAPES Theses Database for the period 2004 to 2008, selected from the subject and body beauty. The initial reading allowed us to select meaningful units and guide our discussions on two main themes, which make up the two chapters of the work. In the first chapter, entitled Body, beauty and culture, as evidenced understandings of body, nature and culture that are present in the work is considered. In the second chapter, Standard Body Transformations and beauty, we present the concepts of body and beauty found in the dissertation, focusing on the mutability of representations of the models of beauty in body singularities in the relations of power-knowledge and the importance given the body in society, especially with regard to physical education professionals. We have thus found that, considering the dissertations analyzed, the understanding of body and beauty has been resignified, when dealing with other aesthetic conceptions that consider the uniqueness expressed in the human body and the culture of which the individual belongs / Falar em corpo e beleza parece algo bastante familiar ? Educa??o F?sica. Compreendemos que a linguagem do corpo na ?rea possibilita sentidos e significados diversos sobre a apar?ncia, a beleza e a est?tica, exigindo, portanto, a necessidade da cr?tica e a necessidade de interrog?-la para percebermos o modo como a Educa??o F?sica vem sendo ressignificada. Para tanto, partindo da multiplicidade de sentidos que envolvem o corpo e a beleza, buscamos as implica??es que essa discuss?o traz para ?rea da Educa??o F?sica, analisando a concep??o de corpo e beleza na produ??o acad?mica dessa ?rea, em n?vel de mestrado, a partir de alguns questionamentos: Quais concep??es de corpo e beleza t?m sido discutidas na produ??o acad?mica da Educa??o F?sica em n?vel de mestrado? Qual a rela??o entre os significados do corpo e da beleza identificados nas produ??es analisadas e os modelos de beleza delineados na Educa??o F?sica? Compreendemos a relev?ncia desta pesquisa e sua contribui??o epistemol?gica ao analisar os estudos j? existentes. E, principalmente, porque h? uma aus?ncia de estudos que discutam essas produ??es. Para edifica??o deste texto e para nossas reflex?es, nos apoiamos em pensamentos como os de David Le Breton, Claude L?vi-Strauss, Michel Foucault, Maurice Merleau-Ponty, Ana M?rcia Silva, Carmem Soares, Isabel Mendes, Karenine Porpino e Petrucia N?brega. O presente estudo caracterizase como uma pesquisa de natureza qualitativa, tendo a An?lise de Conte?do proposta por Laurence Bardin (1977) para tratamento dos dados. O corpus de an?lise foi composto por 8 disserta??es da ?rea de Educa??o F?sica, publicadas no Banco de Teses da CAPES no per?odo de 2004 a 2008, selecionados a partir da tem?tica corpo e beleza. A leitura flutuante permitiunos selecionar unidades significativas e pautar nossas discuss?es em 2 eixos tem?ticos, os quais comp?em os 2 cap?tulos do trabalho. No primeiro cap?tulo, intitulado Corpo, Beleza e Cultura, s?o evidenciadas as compreens?es de corpo, natureza e cultura, que est?o presentes nos trabalhos dissertativos. No segundo cap?tulo, Padr?o Corporal e Transforma??es da beleza, apresentam-se as concep??es de corpo e de beleza encontradas nas disserta??es, com enfoque na mutabilidade das representa??es dos modelos de beleza, nas singularidades corporais, nas rela??es de poder-saber e na import?ncia dada ao corpo na sociedade, sobretudo, no que se refere aos profissionais de Educa??o F?sica. Constatamos, assim, que, considerando as disserta??es analisadas, a compreens?o de corpo e de beleza vem sendo ressignificada, ao tratar de outras concep??es est?ticas, que consideram as singularidades expressas no corpo humano e na cultura da qual o indiv?duo faz parte

Made available in DSpace on 2014-12-17T14:36:48Z (GMT). No. of bitstreams: 1 IracyaraMAS_DISSERT.pdf: 1210761 bytes, checksum: 705ea4fe266607ab077595767dca76d0 (MD5) Previous issue date: 2013-12-17 / A escola tem se guiado por a??es pedag?gicas do professor consideravelmente limitadas, as quais t?m dificultado configurar com nitidez inten??es educativas que contemplam a sua organiza??o curricular. Nesse sentido, esta disserta??o tem por objetivo apresentar uma experi?ncia pedag?gica da educa??o f?sica a partir da operacionaliza??o de temas transversais com os conte?dos curriculares no ensino m?dio integrado no IFRN, campus SGA. Os fundamentos te?rico-metodol?gicos seguiram a linha qualitativa da pesquisa-a??o. Participaram desta pesquisa estudantes dos cursos de Edifica??es e Inform?tica do 1? ano do ensino m?dio integrado e a professora-pesquisadora, que ? servidora efetiva do instituto. Optando pela pesquisa-a??o, estruturamos uma interven??o pedag?gica com inten??o de promover a constru??o de conhecimento dos conte?dos da educa??o f?sica com os temas transversais, tanto em amplitude como em profundidade, alicer?ada no aporte te?rico da teoria da a??o dial?gica (FREIRE, 2011) e da concep??o aberta no ensino da educa??o f?sica (HILDEBRANDT, 1986). A pesquisa teve como procedimentos a observa??o participante e a filmagem das aulas de educa??o f?sica. As observa??es e os discursos dos estudantes foram organizados em categorias de quest?es, a saber: 1. Percep??o dos estudantes sobre a educa??o f?sica; 2. Sentidos e significados dos conte?dos da educa??o f?sica na interfase com os temas transversais nas aulas; 3. Di?logos sobre a intera??o do conhecimento na rela??o professor-estudante. As observa??es e a an?lise dos depoimentos dos estudantes apontaram, em alguns momentos, que as aulas de educa??o f?sica ainda s?o estruturadas no modelo rola bola , sem planejamento, configurando-se mera atividade, e n?o como pr?tica pedag?gica que trata dos saberes do campo da cultura de movimento. Por n?o constituir-se pr?tica pedag?gica que aborda os conte?dos de forma sistematizada, n?o se tem de forma precisa a ordena??o e sequencia??o dos aprendizados de pr?ticas corporais, tampouco a introdu??o de temas transversais, os quais n?o poderiam ser aprendidos sem uma a??o pedag?gica concreta do professor. A intera??o professor-estudante afetiva e dial?gica favoreceu que os estudantes se permitissem participar das experi?ncias corporais de um jeito diferente, aceitando aprender os conte?dos curriculares em conjunto com os temas transversais, passando a perceber as aulas de educa??o f?sica como espa?os de experi?ncias de movimento que lhes permitiram atribuir sentido/significado, al?m do conhecimento sobre o universo da cultura de movimento. A nosso ver, acrescentamos tamb?m que a escola n?o valorizou o trabalho com os temas transversais, pois a recente discuss?o sobre a inser??o desses temas como tem?ticas relevantes, que devem ser tratadas pedagogicamente em conjunto nos componentes curriculares, ainda n?o ? contemplada expressivamente no projeto curricular da escola

Made available in DSpace on 2014-12-17T14:44:19Z (GMT). No. of bitstreams: 1 JoaoMC_DISSERT.pdf: 6316389 bytes, checksum: c797fea11c59c7b8ac0989e09e916aff (MD5) Previous issue date: 2014-02-24 / This dissertation is the result of concerns with the theoretical-methodological and pedagogical learning processes occurred in the practice of physical education in school, which accompany me since the initial training, when I experienced learning in a piecemeal fashion, focused on technicality and sportivization. In order to better qualify the pedagogical interventions of physical education in school, I have always been worried on applying what I received at the University, but the routine of classes was always demanding others doings. In this sense, there were many moments of epistemological ruptures occurred in my training, in which I always sought new investment in training to account for the provision of a more humanistic and grounded in real educational precepts physical education. To that end I had to reflect on the pedagogical interventions throughout my training, in order not to carry out the activities as heavy doings, but as metamorphoses of knowledge and thus generating learning for students. Thus, this dissertation fits into this context with the overall goal of discussing my professional career, considering the epistemological ruptures of Physical Education, occurred in my training and expertise. The objective is also to identify the contributions of these formations in professional activities, centered on storytelling and reflection of significant experiences in the teaching of sports and Physical Education. We highlight the paradigm shifts, leaving the gymnastic methods, through dance-physical education method, psychomotor, reaching the contemporary critical theories experienced from the culture of movement as well as its implications for professional practice. We chose a qualitative research, using the autobiographical method, using as sources or techniques, narratives, photographic recording and video samples. In the studies within the area of education, for the most part, qualitative research came to oppose the positivist view of the quantification on analysis of social phenomena. New ideas were appearing in order to present innovative perspectives to understand the real. The survey data will be presented in narrated form (descriptive), analyzed based on the theoretical framework that guides the study, especially authors who discuss school physical education, vocational training and body conception. We believe our study may be of relevance for training in Physical Education that as from pedagogical reflections in certain historical realities, envisions being able to open new perspectives for the performance of other physical education teachers / Esta disserta??o ? fruto de inquieta??es com os processos te?rico-metodol?gicos e aprendizagem ocorridos na pr?tica pedag?gica da Educa??o F?sica na escola, os quais me acompanham desde a forma??o inicial, momento em que vivenciei uma aprendizagem de forma fragmentada, voltada ao tecnicismo e a esportiviza??o. No intuito de melhor qualificar as interven??es pedag?gicas da Educa??o F?sica na escola, estive sempre preocupado em aplicar o que recebia na Universidade, mas o cotidiano das aulas estava sempre a exigir outros fazeres. Nesse sentido, muitos foram os momentos de rupturas epistemol?gicas ocorridas na minha forma??o, nas quais sempre busquei novos investimentos na forma??o continuada para dar conta da oferta de uma educa??o f?sica mais humanista e pautada em verdadeiros preceitos educacionais. Nesse intuito, tive que refletir sobre as interven??es pedag?gicas ao longo da minha forma??o, no sentido de n?o realizar as atividades como ac?mulo de fazeres, mas como metamorfoses de saberes e, portanto, geradoras de aprendizagens para os alunos. Dessa forma, esta disserta??o inserese nesse contexto com o objetivo geral de discutir a minha trajet?ria profissional, considerando-se as rupturas epistemol?gicas ocorridas na Educa??o F?sica, bem como na minha forma??o e atua??o. Objetiva-se ainda identificar as contribui??es destas forma??es na atua??o profissional, centradas na narra??o e reflex?o de experi?ncias significativas no ensino do esporte e da Educa??o F?sica escolar. Ressaltam-se as mudan?as de paradigmas, saindo dos m?todos gin?sticos, passando pelo m?todo dan?a-educa??o f?sica, psicomotricidade, chegando ?s teorias cr?ticas contempor?neas vivenciadas a partir da cultura de movimento, bem como suas implica??es para a atua??o profissional. Optamos por uma pesquisa qualitativa, utilizando o m?todo autobiogr?fico, tendo como t?cnicas ou fontes as narrativas pessoais, o registro fotogr?fico e v?deos. Nos estudos, dentro da ?rea da Educa??o, na maioria das vezes, as pesquisas qualitativas vieram se contrapor ? vis?o positivista da quantifica??o nas an?lises dos fen?menos sociais. Novas ideias foram aparecendo no sentido de apresentar perspectivas inovadoras para se entender o real. Os dados da pesquisa s?o apresentados de forma narrada (descritiva), analisados com base no referencial te?rico que orienta o estudo, em especial autores que discutem a Educa??o F?sica escolar, a forma??o profissional e a concep??o de corpo. Acreditamos que minha pesquisa poder? ser de relev?ncia para a forma??o em Educa??o F?sica, pois a partir de reflex?es pedag?gicas, em determinadas realidades hist?ricas, vislumbra-se ser poss?vel abrir novos olhares para a atua??o de o