Submitted by Angela Cristina Rodrigues Russo (angelacrusso50@gmail.com) on 2018-04-19T21:33:55Z No. of bitstreams: 1 russo_acr_me_bauru_2018.pdf: 2209410 bytes, checksum: 1acf45f2b0da90c294bb184a0e341401 (MD5) / Approved for entry into archive by Minervina Teixeira Lopes null (vina_lopes@bauru.unesp.br) on 2018-04-20T15:00:13Z (GMT) No. of bitstreams: 1 russo_acr_me_bauru.pdf: 2101745 bytes, checksum: b2d9bed322889cf842dd8f34b610d3e8 (MD5) / Made available in DSpace on 2018-04-20T15:00:13Z (GMT). No. of bitstreams: 1 russo_acr_me_bauru.pdf: 2101745 bytes, checksum: b2d9bed322889cf842dd8f34b610d3e8 (MD5) Previous issue date: 2018-02-21 / Ao considerar as brincadeiras de pular corda na perspectiva cultural, estaremos favorecendo para a sua preservação enquanto patrimônio histórico das culturas infantis e contribuindo para que a criança se sinta parte do processo dessas brincadeiras. Nesse sentido foi firmada uma problemática: “Como os professores têm trabalhado as brincadeiras de pular corda, pertencente aos Jogos e Brincadeiras Tradicionais, considerando-a como patrimônio histórico cultural da infância ao receber as crianças no Ensino Fundamental/Anos Iniciais?” Assim, objetivou-se analisar e disseminar as brincadeiras de pular corda na infância das crianças das Escolas de Ensino Fundamental/Anos Iniciais. Como objetivos específicos foram: analisar as percepções dos professores de Educação Física em relação às crianças ingressantes no EF/AI, ao introduzir as brincadeiras de pular corda e evidenciar o processo de ensino aprendizagem desses professores; constatar como foram essas brincadeiras na infância dos avós que possuem vínculo com os alunos do 1º ano e 2º ano de uma das escolas; elaborar um vídeo, contendo a história de vida dos avós participantes sobre suas brincadeiras de infância, depoimentos de profissionais envolvidos com o processo educacional e com orientações pedagógicas no ensino e aprendizagem das brincadeiras de pular corda, valorizando a cultura evidenciada pelos avós e contribuições dos professores. A abordagem metodológica adotada para esta pesquisa foi a qualitativa. Para tanto, realizou-se a revisão de literatura, utilizando como instrumentos de coleta de dados a entrevista semiestruturada para treze professores de Educação Física e o questionário para trinta e um avós. Na construção do vídeo foi utilizado um roteiro de filmagem e câmera de vídeo. Esse estudo foi realizado em uma cidade do interior do estado de São Paulo, e a coleta de dados foi dividida em duas etapas: na primeira foi feita as entrevistas com os professores de Educação Física e na segunda, aplicação dos questionários aos avós. Após o tratamento, análise e discussão dos dados, concluiu-se, com relação aos Jogos e Brincadeiras Tradicionais, bem como as brincadeiras de pular corda, que os professores de Educação Física que participaram da pesquisa, apresentam conhecimento com esse conteúdo em diversas manifestações corporais, entretanto, alguns foram indicando dificuldade em seu planejamento e prática pedagógica alicerçada na valorização histórica cultural das brincadeiras de pular corda. Nesse contexto, convidamos os professores a pensarem as manifestações da cultura corporal numa perspectiva cultural, oportunizar aos alunos experiências que valorizem o patrimônio cultural corporal das culturas infantis e se compreendam como pertencentes a eles. A partir das conclusões da presente pesquisa, foi elaborado, como produto final do mestrado, um vídeo com a intenção de subsidiar os professores no ensino das brincadeiras de pular corda numa perspectiva cultural, intitulado como “Vamos Brincar de Pular Corda?”, contando com a participação de avós, alunos e professores e profissionais da área da educação, no qual ele é composto por quatro esferas do aprender: Pesquisa/acervo; Ampliação; Aprofundamento e Disseminação do conhecimento. Acreditamos que o produto educacional contribuirá para disparar discussões/reflexões em cursos de formações iniciais e continuadas de professores e que repercuta na prática pedagógica fundamentada, voltada para valorização do brincar na escola. / When considering jump rope jokes in the cultural perspective, we will be favoring its preservation as a historical heritage of children's cultures and contributing to the child feeling part of the process of these games. In this sense, a problem was established: "How have teachers played the jumping rope games belonging to Traditional Games and Games, considering it as a historical cultural patrimony of childhood when receiving children in elementary school?" , the objective was to analyze and disseminate the jumping rope play in the childhood of elementary school children. The specific objectives were: to analyze the perceptions of Physical Education teachers in relation to incoming children in EF / AI, by introducing the jumping jump rope and to highlight the learning process of these teachers; to verify how these games were in childhood of the grandparents who have bond with the students of the first year and the second year of one of the schools; to elaborate a video, containing the life history of the participating grandparents about their childhood games, testimonials of professionals involved with the educational process and with pedagogical guidelines of the process of teaching and learning the jumping rope jokes, valuing the culture evidenced by the grandparents and contributions of teachers. The methodological approach adopted for this research was qualitative. For that, the literature review was performed, using as data collection instruments the semi-structured interview for thirteen Physical Education teachers and the questionnaire for thirty-one grandparents. In the construction of the video was used a script of filming and camera of video. This study was carried out in a city in the interior of the state of São Paulo, and the data collection was divided into two stages: the first was the interviews with Physical Education teachers and the second, the application of the questionnaires to the grandparents. After the treatment, analysis and discussion of the data, it was concluded, in relation to the Games and Traditional Games, as well as the games of skipping rope, that the Physical Education teachers who participated in the research, present knowledge with this content in diverse corporal manifestations , however, some were indicating difficulty in their planning and pedagogical practice based on the historical cultural valorization of jumping rope jokes. In this context, we invite teachers to think about the manifestations of body culture in a cultural perspective, to give students experiences that value the corporal cultural patrimony of children's cultures and understand themselves as belonging to them. Based on the conclusions of the present research, a video was created as a final product of the master's degree, with the intention of subsidizing the teachers in the teaching of jumping jump rope in a cultural perspective, titled "Let's Play Jumping Rope?" the participation of grandparents, students and teachers and professionals in the area of education, in which it is composed of four spheres of learning: Research / collection; Enlargement; Deepening and Dissemination of knowledge. We believe that the educational product will contribute to trigger discussions / reflections in initial and continuing teacher training courses and that it will have repercussions on the pedagogical practice based on the value of playing in school.

L’axe d’étude de ce travail porte sur la valorisation du patrimoine culturel immatériel et les espoirs de développement économique et touristique qu’elle suscite en Sardaigne à partir de l’exemple des jeux traditionnels. Dans différentes régions du globe, leur transformation actuelle en ressource de développement local et/ou leur instrumentalisation au service de l’identité relèvent d’un courant général de patrimonialisation accéléré par la Convention UNESCO de 2003. L’étude des activités ludiques pratiquées en Sardaigne analyse les jeux en eux-mêmes mais davantage encore la multiplicité des acteurs et des projets, les dynamiques qui les traversent et les raisons qui les soutiennent – : divertir, soutenir l’identité, développer. Les jeux apparaissent alors comme des révélateurs d’appartenances, des terrains de contestations, des indicateurs des mutations sociales et culturelles en cours. Cette thèse renseigne ainsi sur le positionnement d’une région périphérique fortement frappée par la crise économique face à la patrimonialisation des biens culturels, dans une perspective résolument glocale. / The present study focuses on the promotion of intangible cultural heritage and the prospect of resulting economic and touristic development generated in Sardinia, based on the example of traditional games. In various parts of the world, its current transformation in local development resources and / or instrumentalisation in favour of identity fall under a general trend of heritagisation, accelerated by the UNESCO Convention in 2003.The study of games played in Sardinia analyses the games themselves but even more so the multiplicity of the players and projects, dynamics that involve them and motives that support them: enjoyment, consolidation of identity, development. Games are thus detectors of origin, of land disputes, indicators of undergoing social and cultural change.The thesis examines the positioning of a peripheral region heavily affected by the economic crisis through its cultural heritage, in a resolutely glocal perspective.

La lutte est une mise en jeu de la force entre deux antagonistes qui tentent de se maîtriser dans un corps-à corps. Cette activité physique au principe simple est présente dans une majorité de cultures sous des formes élaborées. Elle constitue un motif imaginaire, représentant les oppositions fondamentales des mythes ou est organisée sous forme rituelle, pour que son résultat augure de la prospérité collective. Les « styles » de lutte, formes durables et localisées, correspondent à définition de la force dans les cultures et les civilisations, prenant en compte un idéal imaginaire et une construction fine desavoirs pratiques dans un système règlementaire cohérent et stimulant.En complément d’une présence universelle et de pratiques locales et originales, il est possible de rapprocher certains styles disposant de caractéristiques similaires, ce qui montre une diffusion de la lutte sur la longue durée. Les formes élaborées ont une distribution géographique régulière, correspondant aux routes de circulation de culture. Sur les routes de la soie, les styles se sont diffusés tout en se distinguant progressivement. Le long de la « Route celtique », ils ont connu une histoire complexe d’identification et de réunion, influençant même la synthèse de styles internationaux.La lutte, sur la base d’une formule d’opposition simple et modifiable, a été finement élaborée, développée en desstructures sociales plus complexes, et véhiculée le long des routes de culture. Ce cheminement sur la longue durée illustre la constitution du sport comme objet de culture, et montre comment l’ancrage du jeu et sa diffusion contribuent à créer et à enrichir la construction du sport / Wrestling is a play of strength between two antagonists who aim to master each other in a hand-to-hand opposition. The principle of this activity is fairly simple and well known in a majority of cultures and civilizations. It can be found in different elaborated forms. Wrestling symbolizes an imaginary representation of the fundamental opposition in mythology or acts as a ritual challenge in which the outcome foreshadows the collective wealth. Each wrestling style corresponds to one culture’s definition of the Strength concept, which takes into account an ideal imaginary, and a subtle construction of practical knowledge in a consistent and stimulating rules system.In addition to a universal presence and local original practices, we can easily notice similarities between styles and a wide set of common characteristics. It illustrates and implies a long-term diffusion. Elaborated forms have a steady geographical distribution, which corresponds to the roads of cultural circulation. Along the Silk Road styles spread out while they gradually evolved and grew apart. On the “Celtic Road” they experienced a complex History of identification and meeting that influenced the synthesis of international styles.Wrestling is an elementary and flexible system that has been deeply developed in more complex forms and spread out along the culture roads. This long-term progression illustrates the cultural character of sport and shows how its rooting and diffusion contribute into enriching the sport construction

The thematical of this study is Physical Education in Child Education and its objective is to analyze the pedagogical possibilities to develop the content / knowledge Traditional Games in Physical Education classes in Early Childhood Education with four and five year old children (of the Escola Municipal de Educação Infantil Lar da Ternura, located in the city of Jóia, Rio Grande do Sul). Therefore, it was used a participant survey, along with participant observation, field diary and photo records. The investigative process made it possible to think and rethink how a physical education can be worked on in children's education, presenting the traditional games as a content is possible and establishing interaction and meaning for the students; As well as being liable to add this content and methodology, assigning more or less elements, complexity, relationships, heights, people, among others. Traditional games are likely to be increasingly exploited in school - which, most often go unnoticed because of other content are considered more important, such as sports. However, with traditional games, there are infinite possibilities of variations for the development of the lesson, the materials are accessible (ropes, wood, covers ...), it can build together with the children – some games do not demand any material beyond the own body and body of the colleague. In addition, we work with a local, regional, national and world culture. The development of these experiences and an analysis demonstrating how it is possible to work with traditional games in early childhood education. During the process, we noticed how the school welcomed and supported this project, allowing it to be worked with the other classes of the school, showing once again the possibilities of the traditional game being in the curriculum of physical education in children's education. / Este estudo tematiza a Educação Física na Educação Infantil e têm como objetivo analisar as possibilidades pedagógicas para desenvolver o conteúdo/conhecimento Jogos Tradicionais nas aulas de Educação Física na Educação Infantil, com crianças de quatro e cinco anos de idade (da Escola Municipal de Educação Infantil Lar da Ternura, localizada na cidade de Jóia, Rio Grande do Sul). Para tal, lançamos mão de pesquisa participante, juntamente com observação participante, diário de campo e registros com fotos. O processo investigativo possibilitou pensar e repensar como a Educação Física pode ser trabalhada na Educação Infantil, mostrando os Jogos Tradicionais como conteúdo possível e que estabelece interação e sentido para os alunos; bem como passível de agregar este conteúdo e a metodologia, atribuindo mais ou menos elementos, complexidades, relações, alturas, pessoas, entre outros. Os jogos tradicionais são passíveis de serem explorados cada vez mais na escola – os quais, na maioria das vezes, passam despercebidos em virtude de outros conteúdos serem considerados importantes, tais como os esportes. Todavia, com os jogos tradicionais, temos possibilidades de variações para o desenvolvimento da aula, os materiais são acessíveis (cordas, madeira, tampas...), podem-se construí-las juntamente com as crianças – sendo que alguns jogos não demandam material algum além do próprio corpo e do corpo do colega. Ademais, trabalhamos com a cultura local, regional, nacional e mundial. O desenvolvimento destas experiências e a análise delas mostraram como é possível o trabalho com os jogos tradicionais na educação infantil. Durante o processo, percebemos como a escola acolheu e apoiou este projeto, possibilitando que fosse trabalhado com as outras turmas da escola, mostrando mais uma vez as possibilidades de o jogo tradicional estar no currículo da educação física na educação infantil.

Reposant sur une apparente antinomie, les champs du patrimoine et du sport suscitent une réflexion sur les liens qu'ils entretiennent en dépassant le schéma binaire classique tradition/modernité. Aussi le repérage d'expressions sportives pouvant relever du patrimoine culturel immatériel (tel que défini par l'Unesco en 2003) permet de questionner les mécanismes de production de cette nouvelle forme patrimoniale, ainsi que les enjeux politiques, scientifiques et méthodologiques qui leur sont liés. L'hypothese de cette étude repose sur le postulat que le concept de patrimoine culturel immatériel peut etre opératoire pour saisir le vivant et apprécier la valeur patrimoniale des pratiques ou expressions culturelles. Sa vérification empirique, par l'entrée ethnographique des jeux et sports traditionnels, met en perspective ce champ patrimonial en confrontant deux terrains d'enquete différents : les raquettes a neige au Québec (Canada) et les quilles de 9 en Gascogne (Aquitaine, France). En effet l'étude comparée de ces activités sportives autorise une analyse des fondements et des évolutions des cultures québécoises et gasconnes, ainsi que la maniere dont les acteurs locaux se positionnent par rapport a leur héritage culturel. Ce faisant, ils réinventent de nouveaux processus de transmission dans un syncrétisme singulier qui bouscule les définitions accordées au sport et au patrimoine. / Although at first sight they may appear diametrically opposed, the fields of heritage and sport invite us to reflect on their relationships and to look beyond the classical binary pattern of tradition/modernity. In this way, identifying of sport practices which may fall within the intangible cultural heritage (as defined by Unesco in 2003) can help to critically examine the processes of this new form of heritage, as well as the political, scientific and methodological issues associated with them. The hypothesis of this study is based on the postulate that the concept of intangible cultural heritage can be a heuristic tool to understand living cultures and appreciate the heritage value of cultural practices and manifestations. This hypothesis is empirically tested through an ethnographic study of traditional games and sports. It puts in perspective the concept of intangible cultural heritage through two different cultural practices : that of snowshoeing in Quebec (Canada) and that of the ninepins game in Gascogne (Aquitaine, France). The comparative study of these sporting activities provides a point of entry into an analysis of the production of new cultural activities from traditional practices and how local actors position themselves with relation to their cultural heritage. In so doing, they are reinventing new transmission processes in a syncretism involving both sport and heritage which questions the definitions of these practices and each fieldwork.

Les activités physiques, et les jeux traditionnels font partis de la culture universelle, et appartiennent à l’humanité. Les peuples d’Afrique ont dû abandonner les leurs avec l’arrivée des sports modernes pendant la période de colonisation. Les activités physiques et jeux traditionnels du Gabon avaient dans la plus part des cas un but utilitaire allant de la préparation physique des jeunes au service de la communauté, aux activités de loisirs pour tous comme des danses lors des évènements commémoratifs ou des cérémonies rituelles et initiatiques. Ces activités ont disparu car la politique coloniale consistait à dévaloriser les pratiques autochtones, en valorisant la culture occidentale dont les sports.Nous avons présenté certains jeux traditionnels du Gabon sur la base d’une étude que nous avons commencée depuis quelques années, car nous avons peut-être à travers eux une des propositions que nous ferions, pour redynamiser et diversifier les Activités Physiques et Sportives en milieu scolaire au Gabon. En effet, contrairement aux sports occidentaux, les jeux traditionnels du Gabon ont une exigence matérielle très simple. De plus, les matériaux et les instruments nécessaires à leur pratique se trouvent dans la proximité de leur lieu de pratique. Et nous avons démontré que si les APS disparaissent des emplois du temps dans les programmes scolaires au Gabon, c’est entre autres raisons à cause du coût élevé du matériel didactique de sport, car les sports constituent aujourd’hui l’essentiel des contenus des programmes d’APS. Nous avons aussi présenté les jeux traditionnels du Gabon pour attirer l’attention des autorités gabonaises devant le risque de disparition de cette catégorie du patrimoine culturel national. Nous l’avons fait parce que nous pensons que dans un contexte de mondialisation où chaque entité valorise son identité culturelle et cherche à pérenniser ses traditions, le Gabon pourrait, grâce à ses activités physiques traditionnelles avoir sa propre identité, peut-être s’en référer pour entrevoir une partie de son histoire.Après avoir signalé l’existence des jeux traditionnels du Gabon, il nous a paru opportun d’évoquer le sport qui les a remplacés, sa signification, son expansion et son organisation internationale. Mais que faut-il entendre par le terme sport, au regard des nombreuses définitions qui sont proposées par différents auteurs ? Nous pouvons classer ses définitions selon des spécialités. Ce qui dénote de la complexité à situer le phénomène, tant les pratiques sportives et leurs corollaires se retrouvent dans la quasi totalité de la vie sociale de nos jours.Le Gabon comme beaucoup de pays africains anciennes colonies de la France va hériter des pratiques et des structures sportives du colonisateur. Cependant, le Gabon manque de cadres et de techniciens du sport, les équipements et infrastructures sont précaires et insuffisants. Il convient de mettre en place des politiques sportives réalistes et se projeter sur le long terme. Au contraire les autorités gabonaises vont semble-t-il faire le choix du sport de haut-niveau au détriment du sport scolaire et du sport de masse qui sont de notre point du vue de véritables bases de politiques sportives pouvant garantir des résultats constants et durables.Pour réaliser cette étude donc la problématique pose la question du fonctionnement et du rendement des institutions sportives mises en place par l’Etat pour apporter du prestige et le rayonnement du Gabon au niveau international. Il a fallu faire objectivement le constat d’une insuffisance de résultats d’une manière générale du sport gabonais. Pour cela des études au niveau des trois groupes d’institutions reconnus comme étant dépositaires du destin du sport et des politiques publiques, ont été réalisées. Elles nous ont entrainées dans l’administration centrale de l’Etat, et nous y avons étudié l’organisation et le fonctionnement du Ministère des Sports, de ces services extérieurs et organes sous tutelles. Nous avons par la suite étudié le deuxième acteur public de la gestion du sport au Gabon, qui sont les collectivités territoriales, et nous avons observé que leur rôle dans le contexte de l’inapplication de la loi sur la décentralisation reste tout à fait symbolique. Le troisième acteur ou groupe d’acteurs que nous avons étudié dans cette recherche est le mouvement olympique gabonais, dont l’organisation est recommandée par les institutions sportives internationales. Et nous avons rappelé cette hiérarchisation du sport mondial. Le Gabon qui accède à l’indépendance le 17 Août 1960 et expérimente la démocratie multipartite depuis 1990 est un pays potentiellement riche et politiquement stable, ces deux atouts auraient pu favoriser le développement du sport. Au contraire, certaines fédérations sportives n’existent que de nom, le sport scolaire et l’EPS tendent à disparaître des emplois du temps. Les équipements sportifs sont insuffisants. La formation et la recherche sont en friche. En compétitions officielles les performances des équipes gabonaises laissent à désirer.Certains spécialistes de sciences politiques affirment que si la société doit être transformée, cela ne peut commencer que par les institutions, instances de médiations entre les élites politiques et les citoyens. Si l’hypothèse est recevable, quel rôle peuvent tenir les institutions sportives dans cette perspective au Gabon ? Les institutions de sport au Gabon ne semblent pas avoir atteint leurs objectifs au vu des nombreux conflits internes, des irrégularités continuelles dans leur fonctionnement, et des insuffisances observées dans les performances sportives actuelles en compétitions officielles. Ces institutions sportives vivent-elles l’expérience démocratique engagée dans le but de restaurer l’autorité de l’Etat, libérer les énergies créatrices, protéger les droits des populations, et favoriser le développement global (l’émergence) du Gabon? Au regard des perspectives politiques récentes, un changement pourrait s’amorcer. / Physical activities and games are part of universal culture, and mostly of humanity. African populations had to give up theirs with the creation of modern sports during the settlement era. Physical activities and traditional games in Gabon had mostly a practical aim, going from physical training for teenagers to community service, to leisure activities for all, just like dances during memorial events or initiatory and ritual ceremonies. These activities have disappeared because the colonial policy was to depreciate native practices, by promoting western culture that included sports.We have presented some traditional games in Gabon on the basis of a study we started a few years ago, because we may have found though this study a suggestion we would make, to revitalize and diversify Sport and Physical Activities (SPA) in the school area in Gabon. Indeed, contrary to western sports, traditional games in Gabon have a fewer equipment needs. Moreover, equipment and instruments needed for their practice are located around the area of practice. And we have demonstrated that if SPA disappear from schedules in Gabonese schools, this is mainly due to a high cost for sport didactic equipment as today, sport is the main part of the SPA schedules.We have also presented Gabon traditional games to draw Gabonese Authorities attention to the risk that this category of national cultural patrimony may disappear. We did it as we think that in a globalization context in which each entity promotes its cultural identity and aims at making durable its traditions, Gabon could have its own identity thanks to its traditional physical activities. And it could also use it as a reference for a part of its history.After we informed the existence of traditional games in Gabon, we found it appropriate to mention the sport that replaced them, its meaning, its expansion and its international organization.But what is sport exactly, if we refer to many definitions suggested by different authors? We can order these definitions through specialties. This shows how complicated it is to evaluate this phenomenon. Besides, nowadays we can find sport practices and their corollaries nearly everywhere in social life.Gabon, such as many African countries being former colonies from France, is going to inherit practices and sport structures from its colonizer. However, Gabon is short of sport executives and technicians, equipment and facilities are precarious and insufficient. Realistic sport policies have to be set up, and a long-term projection has to be considered. On the contrary, Gabonese authorities may choose high-level sport to the detriment of school and leisure sport, which are, according to us, real basis of sport policies to guarantee continuous and lasting results.The main issue of this study is about the functioning and productivity of sport institutions introduced by the State to bring prestige and Gabon influence at an international level. To realize this study, we had to notice insufficient results, generally speaking, in Gabonese sport. So, studies were made around the three groups of institutions dealing with public policies and sport destiny.They led us to the State central administration, and we studied the organization and functioning of the Sport Department, its external services and trust organs. Then we studied the second public actor in the sport management in Gabon, which are territory collectivities, and we noticed that their role remains really symbolic, in their failure to enforce the law on decentralization. The third actor or group of actors we studied in this research is the Gabonese Olympic movement, which organization is recommended by the international sport institutions. And we reminded this global sport hierarchy.Gabon that became independent on the 17th of August 1960, and that tries out multipartite democracy since 1990, is a politically stable and wealth country. These two assets could have helped to develop sport. On the contrary, some sport federations only exist thanks to their name; school sport and the SPE are to disappear from schedules. Sport equipment is insufficient. Training and research are wasted. During official events, Gabonese teams performances are quite below-average.Some political scientists claim that if society has to be transformed, it has to start with the institutions, authorities for negotiation between politic elites and citizens. If the possibility is acceptable, what is the role of sport institutions in this perspective in Gabon? Sport institutions in Gabon do not seem to have reached their targets if we look at the numerous internal frictions, constant irregularities in their functioning, and insufficiencies in their current sport performances in official events. These sport institutions live the democratic experience in order to reestablish State authority, to release creative energies, to protect populations’ rights, and to promote Gabon global development?With regard to the recent political views, a change could get under way.