Submitted by GUY GINCIENE null (guy_ginciene@hotmail.com) on 2016-01-27T17:24:21Z No. of bitstreams: 1 Tese Doutorado Guy Ginciene.pdf: 35017779 bytes, checksum: e88a4e14498499abf7cf9628313828c5 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-01-28T17:41:51Z (GMT) No. of bitstreams: 1 ginciene_g_dr_rcla.pdf: 35017779 bytes, checksum: e88a4e14498499abf7cf9628313828c5 (MD5) / Made available in DSpace on 2016-01-28T17:41:51Z (GMT). No. of bitstreams: 1 ginciene_g_dr_rcla.pdf: 35017779 bytes, checksum: e88a4e14498499abf7cf9628313828c5 (MD5) Previous issue date: 2016-01-19 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / O esporte é um fenômeno cultural que se manifesta de diversas formas na sociedade. Uma delas é a educacional, tema dessa pesquisa, cujo objetivo foi o de investigar como ensinar o atletismo, em especial, sua história e os valores em aulas de Educação Física Escolar, utilizando as Tecnologias da Informação e Comunicação como aliadas. Para atingirmos esse objetivo, nos organizamos em quatro etapas. Na 1a etapa, realizamos uma revisão bibliográfica sobre os principais temas da pesquisa: o ensino atletismo, história do atletismo, valores e Tecnologias da Informação e Comunicação. Na 2a etapa, entrevistamos 10 professores de Educação Física do Ensino Fundamental, sendo que na 3a etapa realizamos uma pesquisa-ação, dividida em 3 momentos: reuniões com os professores, intervenção experimental e intervenção final. Por fim, na 4a etapa, realizamos uma entrevista semiestruturada com o professor que participou de toda a intervenção. Por meio da Análise de Conteúdo chegamos as seguintes categorias: Ensino dos conteúdos (com as subcategorias: atletismo, história do atletismo, valores e integração dos conteúdos); utilização das Tecnologias da Informação e Comunicação; suporte ao professor. A pesquisa bibliográfica, as entrevistas e reuniões com os professores e a intervenção experimental nos fizeram perceber que o modelo do Sport Education poderia ser uma boa estratégia para o “como ensinar”. Por esse motivo, implementamos esse modelo na intervenção final, juntamente com outras estratégias: discussão dos valores por meio de dilemas; vivências históricas; utilização de vídeos. Isso possibilitou que os alunos vivenciassem situações que colocassem em prática os valores, além de entrarem em contato com o atletismo como um todo, isto é, de acordo com as três dimensões do conteúdo). Diante de tudo isso, concluímos que: a estratégia de ensino, ou seja, o “como ensinar” é de extrema importância; ainda é preciso definir e selecionar “o que” ensinar, em especial, sobre a história e os valores; o Sport Education se mostrou como uma boa estratégia para trabalhar com os valores e para integrar as três dimensões dos conteúdos durante as aulas; colocar os alunos no centro do processo de ensino-aprendizagem deve ser a essência das aulas; a pesquisa-ação se mostrou como um importante método para compreender as particularidades da prática pedagógica dos professores. / Sport is a cultural phenomenon which manifests itself in several ways within society. One of them is educational, the purpose of this research, which the objective has been to investigate how to teach track and field, specially, its history and values during Physical Education school classes, using as allies Information and Communication Technologies (ICT). To achieve this objective we have organized ourselves in four stages. In the first stage, literature review of the main research topics was carried: the teaching of track and field, history of track and field, values and ICT. In the second stage, we interviewed 10 Physical Education teachers; in the third stage we carried an action research divided in three moments: meetings with the teachers, experimental intervention and final intervention. Finally, in the fourth stage, we carried a semi-structured interview with the teacher that engaged with the whole intervention process. Through Content Analysis we achieved the following categories: teaching contents (with the sub categories: track and field, history of track and field, values and integration of the contents); use of ICT; and teacher support. The literature research, the interviews, the meetings with the teachers and the experimental intervention showed us that the Sport Education model could be a good strategy for “how to teach”. Because of that, we used this model in the final intervention with others strategies: values discussion through dilemmas; history experiences; and use of videos. All this supports students to experience values situations and understand track and field in a global view (i.e. according to the three dimensions of content). In this scope, we concluded that: the teaching strategy, by all means, the “how to teach” is extremely important; it is still necessary to define and select “what to” teach, in special, about history and values; Sport Education presented itself as a good strategy to work with the values and integrate the three dimensions of the contents during the classes; the action research showed itself as an important method to comprehend the particularities of the pedagogical practice of the teachers. / FAPESP: 2013/00425-1

The sporting triangle represents the relationships among children, leaders and parents in the context of child sport. These relations are of significant importance for the child’s experience of sport. Taking the sporting triangle as its point of departure this thesis aims to describe and understand the socialisation processes among children, leaders and parents in girls’ and boys’ football teams, focusing on how the children's perspective is reflected in practice. The study has an ethnographic research approach and is based on field work carried out over two years in one girls’ and one boys’ football team in an ordinary Swedish sports club. Data were generated through 60 participant observations of the daily life of football, and through interviews with 38 children, 7 leaders and 8 parents. It was found that children, leaders and parents have different views concerning what is most valuable in children’s football, which both affects their behaviour and what they expect of each other. One overall conclusion is that children, leaders and parents are in what is referred to as different sports worlds. The sports worlds of the three groups involved in child football are thus based on different logics and this has implications for the social interactions in the teams. The world of children is based in a social logic, particularly in the value of friends. The world of leaders is based in a sporting logic, more specifically in the value of building a high-performance football player. The world of parents is based in an upbringing logic, particularly in the value of what is good for their own child. The social relationships between the children also show how boys and girls relate to a male standard that exists in children's football. The results are discussed in relation to the significance of generation and gender in child football and to the demand that adults take children's specific needs and desires into account more seriously in sport. The thesis also discusses what might constitute a child perspective and how child football can be adjusted to meet the needs and desires of children. In adopting the child’s perspective there is much to be gained from seeing girls and boys as the social actors they are, instead of seeing them as the next generation of adult football players. The thesis also offers a more developed model of the sporting triangle which highlights the importance of interactions between, as well as among, the groups of girls, boys, leaders and parents, as a starting point for further research within the field of child and youth sport.

Orientador: Edison Duarte / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-08-13T08:43:51Z (GMT). No. of bitstreams: 1 Alves_MariaLuizaTanure_M.pdf: 1979610 bytes, checksum: 1d12951383435402fdf08843e8e2067c (MD5) Previous issue date: 2009 / Resumo: O processo inclusivo na escola não diz respeito somente à oportunidade em desempenhar as atividades propostas pelo professor em sala, mas também em participar e estruturar uma rede de relações sociais junto aos seus colegas de classe. O objetivo deste estudo é analisar o processo inclusivo de crianças com necessidades educacionais especiais nas aulas de educação física escolar, identificando seus obstáculos e facilidades para acompanhamento dos conteúdos propostos e construção de uma rede social com seus pares. Participaram como sujeitos do estudo alunos com e sem necessidades educacionais especiais de uma escola pública brasileira durante o ano de 2007. Foram realizadas observações sistemáticas das aulas de educação física durante todo o período letivo, bem como a aplicação do teste sociométrico em dois momentos. As observações sistemáticas tinham como meta identificar as facilidades e obstáculos encontrados pelo aluno com necessidade educacional especial em relação aos conteúdos propostos, relações com os colegas e professora e o ambiente de aula. O teste sociométrico buscou avaliar a estrutura social desenvolvida pelo mesmo durante as aulas de educação física. Os alunos com necessidades educacionais especiais não demonstraram dificuldades para compreender e executar as atividades propostas, porém apresentaram dificuldades para estruturação de relações sociais recíprocas com os colegas de classe. Os resultados indicam que o processo inclusivo desses alunos não ocorreu de forma concreta, impedindo que a criança com necessidade educacional especial atingisse plenamente os objetivos e metas educacionais propostos nas aulas de educação física. / Abstract: The school inclusive process regards not only the opportunity of performing teacher-proposed activities in the class, but also with students participating in and creating a social relationship network with their classmate. The aim of this study was to analyze the inclusive process of children with disabilities in physical education class, identifying their obstacle and facilities to keep up with classes contents and with building a social network with their peers. Students from a Brazilian public school with and without disabilities served as subjects of this study during 2007. Systematic observations of physical education classes were performed during school year, as well as application of a sociometric test in two different moments. Systematic observations aimed to identify obstacles and facilities related to the classes contents, peer and teacher relationship and with class environment that students with disabilities found. Sociometric test was designed to assess social structure developed during physical education classes. Students with disabilities did not show difficulties to understand and perform proposed activities. However, they did show difficulties in building reciprocal social relationships with their peers. Results indicate that inclusive process with these students did not really happen, hindering children with disabilities to fulfill educational goals proposed for physical education classes. / Mestrado / Atividade Fisica, Adaptação e Saude / Mestre em Educação Física

Orientador: Fernanda Moreto Impolcetto / Resumo: O ensino do esporte nas aulas de Educação Física escolar (EFE) ainda sofre influências do modelo tradicional que prioriza a execução dos gestos motores e, como consequência, atinge o ensino do voleibol, marcado por enfatizar em seu ensino justamente esses elementos da prática esportiva. Em contrapartida, novas abordagens da Pedagogia do Esporte podem ser utilizadas como alternativa a esse modelo, ao considerar no ensino a lógica interna e a compreensão dos esportes a partir dos princípios táticos das modalidades, utilizando como ferramenta os jogos. Para que essa “nova” forma de se ensinar chegue aos professores, são necessárias algumas estratégias, voltadas à formação continuada, como por exemplo, a criação de materiais didáticos digitais, com apoio das Tecnologias da Informação e Comunicação (TIC), que sirvam de suporte para a elaboração de aulas aos professores, que, influenciados pelo histórico da disciplina, acabam por reproduzir o modelo tradicional. Desta forma, o objetivo geral da presente dissertação foi de elaborar um material didático digital sobre o voleibol, a partir das abordagens atuais da Pedagogia do Esporte como suporte para professores de EFE e identificar a percepção de professores de EFE acerca da viabilidade de sua implementação. A partir da opção pelo desenvolvimento da pesquisa no modelo escandinavo para teses e dissertações acadêmicas, foram realizados três estudos em formato de artigos, são eles: 1) diagnóstico de problemas durante o jogo de voleibol... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Teaching sports in Physical Education (PE) classes still influenced by the traditional style that prioritizes the motor gestures’ execution and, as a consequence, reach the teaching of volleyball, maked by emphasizing in its teaching precisely these elements of sports. On the other hand, new approaches of Sports Pedagogy can be used as an alternative to this model, when considering in teaching operational principles and the understanding of sports based on the tactical principles of sports, using games as a teaching tool. For this “new” way of teaching sports to reach teachers, some strategies are needed, aimed at continuing education, such the creation of digital didactic materials, based on use of Information and Comunication Technologies (ICT), which supports teachers in classes elaboration, who, influenced by the history of the discipline, reproduces the traditional style of teaching. Thus, the general aim of this research was to elaborate a digital didactic materials about volleyball, based on Sport Pedagogy approaches as a support for PE teachers and to identify the perception of this teachers about the viability of its implementation. From the option for the development of research in the Scandinavian model for academic theses and dissertations, three studies were conducted in the form of articles, which are: 1) problems diagnoses during volleyball classes in PE and comparision with the teachers’ understanding of the difficulties; 2) elaboration of a digital didactic m... (Complete abstract click electronic access below) / Mestre