Sammanfattning Funktionshinder och arbete bildar tillsammans ett aktuellt ämne som ses behöva ökade kunskaper för att nå Sveriges målsättning om ”Ett arbetsliv för alla”. Inom området diskuteras hur och vad som kan genomföras i syfte att minska det utanförskap och fördomar som kan finnas. Idag finns möjligheten för individer med funktionshinder att arbeta i en anpassad arbetssituation. För att uppmärksamma individens egen upplevelse av ovanstående valde författarna att genomföra en kvalitativ studie med syfte att beskriva individens upplevelse av att arbeta i en anpassad arbetssituation. Författarna använde målinriktat urval och genomförde därefter ostrukturerade intervjuer med tio informanter som arbetar i en anpassad arbetssituation, vilka berättade och delgav sina upplevelser. Studien resulterade i tre övergripande teman, Bemötande, Delaktighet och Förändrad arbetssituation. Inom dessa teman presenteras informanternas upplevelser av att vara utsatt till följd av att arbeta i en anpassad arbetssituation. Upplevelsen beskrivs både som positivt och negativt. Den anpassade arbetssituationen upplever informanterna vara en förutsättning för att kunna arbeta. Anpassningen förändrar arbetsrollen och upplevs ge en känsla av begränsning på arbetsmarknaden. Bemötandet på den anpassade arbetsplatsen beskriver informanterna kan vara både som stöd eller hinder. / Summary To work in an adapted work situation -ten individuals tell their stories. Disability and work, put together, becomes a burning question that requires further knowledge for to reach the goal in Sweden; “A working life for everyone”. In this subject it is discussed how and what there needs to be done to reduce the gap, the prejudice and the feeling of alienation which there may occur. In today people with a disability are given an opportunity to work in an adapted work situation. To observe the individuals own experience of the question mentioned before the authors chose to do a qualitative study with the aim to describe the individual’s experience of working in an adapted work situation. The authors used a purposeful sampling and made unstructured interviews with ten individuals who expressed their experiences. The result is presented within three themes, Treatment, Participation and Changed work situation which present the individuals experience of being exposed because of the adapted work situation. The experience is described as both positive and negative. The individuals experience the adapted work situation as a necessary condition to be able to work. The adaption changes the worker roll and is experienced as a feeling of being limited on the labour market. The treatment at the working site is described as being either supportive or non-supportive.

Abstract School is taking on a great responsibility in mediating knowledge of mathematics as technology is assuming greater importance in our everyday life. The aim of this study is to examine how the teachers in year F and 1 view their teaching of mathematics from an individually adapted perspective. I have based my research on different factual study books within the education for younger children’s learning of mathematics, and have from an individually adapted perspective made a comparison between theory and practice. The empirical data has been obtained through interviews with six teachers, three pre-school teachers and three teachers, working with pupils in year F and 1. The result of the study confirms that all teachers have very good knowledge of individually adapted education and its purpose. Different working methods are being used and the individually adapted teaching is being conducted according to the conditions at each school as well as the knowledge and experience of each teacher. / Sammanfattning Skolan har ett stort ansvar vad gäller att förmedla matematisk kunskap då teknologins framfart fått en allt större betydelse i vardagen. Syftet med detta arbete är att undersöka hur lärarna i år F och 1 ser på sin matematikundervisning ur ett individanpassat perspektiv. Jag har utgått från olika faktaböcker inom undervisningen för yngre barns matematikinlärning och gjort en jämförelse mellan teori och praktik med utgångspunkt från ett individuellt arbetssätt. Empirin har hämtats från intervjuer med sex lärare, tre förskollärare och tre lärare, vilka arbetar med elever i år F och 1. Resultatet bekräftar att alla lärare har en mycket god kännedom om individanpassningens betydelse och målsättningen med ett individuellt arbetssätt. Olika arbetsmetoder används och den individanpassade undervisningen sker efter de förutsättningar som finns på varje skola och efter respektive pedagogs kunskap och erfarenhet.

<p>Sammanfattning</p><p>Funktionshinder och arbete bildar tillsammans ett aktuellt ämne som ses behöva ökade</p><p>kunskaper för att nå Sveriges målsättning om ”Ett arbetsliv för alla”. Inom området diskuteras</p><p>hur och vad som kan genomföras i syfte att minska det utanförskap och fördomar som kan</p><p>finnas.</p><p>Idag finns möjligheten för individer med funktionshinder att arbeta i en anpassad</p><p>arbetssituation. För att uppmärksamma individens egen upplevelse av ovanstående valde</p><p>författarna att genomföra en kvalitativ studie med syfte att beskriva individens upplevelse av</p><p>att arbeta i en anpassad arbetssituation. Författarna använde målinriktat urval och genomförde</p><p>därefter ostrukturerade intervjuer med tio informanter som arbetar i en anpassad</p><p>arbetssituation, vilka berättade och delgav sina upplevelser. Studien resulterade i tre</p><p>övergripande teman, Bemötande, Delaktighet och Förändrad arbetssituation. Inom dessa</p><p>teman presenteras informanternas upplevelser av att vara utsatt till följd av att arbeta i en</p><p>anpassad arbetssituation. Upplevelsen beskrivs både som positivt och negativt. Den anpassade</p><p>arbetssituationen upplever informanterna vara en förutsättning för att kunna arbeta.</p><p>Anpassningen förändrar arbetsrollen och upplevs ge en känsla av begränsning på</p><p>arbetsmarknaden. Bemötandet på den anpassade arbetsplatsen beskriver informanterna kan</p><p>vara både som stöd eller hinder.</p> / <p>Summary</p><p>To work in an adapted work situation -ten individuals tell their stories.</p><p>Disability and work, put together, becomes a burning question that requires further knowledge</p><p>for to reach the goal in Sweden; “A working life for everyone”. In this subject it is discussed</p><p>how and what there needs to be done to reduce the gap, the prejudice and the feeling of</p><p>alienation which there may occur.</p><p>In today people with a disability are given an opportunity to work in an adapted work</p><p>situation. To observe the individuals own experience of the question mentioned before the</p><p>authors chose to do a qualitative study with the aim to describe the individual’s experience of</p><p>working in an adapted work situation. The authors used a purposeful sampling and made</p><p>unstructured interviews with ten individuals who expressed their experiences. The result is</p><p>presented within three themes, Treatment, Participation and Changed work situation which</p><p>present the individuals experience of being exposed because of the adapted work situation.</p><p>The experience is described as both positive and negative. The individuals experience the</p><p>adapted work situation as a necessary condition to be able to work. The adaption changes the</p><p>worker roll and is experienced as a feeling of being limited on the labour market. The</p><p>treatment at the working site is described as being either supportive or non-supportive.</p>

Darbe atlikta fizinę negalią turinčių asmenų socializacijos sampratos analizė, identifikuotos neįgaliųjų įsitraukimo į taikomąją fizinę veiklą problemos, atskleistas taikomosios fizinės veiklos poveikis neįgaliųjų gyvenimo kokybei teoriniu aspektu. Iškelta hipotezė, kad neįgaliųjų dalyvaujančių sportinėje veikloje fizinio aktyvumo, pasitenkinimo gyvenimu ir požiūrio į savo negalią rodikliai yra geresni nei nedalyvaujančių neįgaliųjų. Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas – palyginti sportuojančių ir nesportuojančių fiziškai neįgalių asmenų gyvenimo kokybės rodiklius. Tyrime dalyvavo 111 judėjimo negalią turinčių asmenų, patyrusių stuburo smegenų traumas. Empirinėje dalyje analizuojamas taikomosios fizinės ir sportinės veiklos poveikis judėjimo negalią turintiems asmenims psichosocialinių funkcijų aspektu. Svarbiausios empirinio tyrimo išvados: 1. Sportuojantys fizinę negalią turintys respondentai jaučia didesnį pasitenkinimą gyvenimu nei nesportuojantys. Fiziškai aktyvūs respondentai palankiau vertina savo psichinę sveikatą, be to sportuojančių apklaustųjų įtampą sukeliančių veiksnių rodikliai žemesni nei nesportuojančių. 2. Sportuojančių neįgaliųjų požiūris į savo negalią, kur kas palankesnis nei nesportuojančių. Fizine bei sportine veikla užsiimantys neįgalieji linkę labiau pasitikėti savo jėgomis, net ir tuomet kai jiems nesudarytos palankios sąlygos. Tuo tarpu nesportuojantiems respondentams nepritaikyta aplinka dažniau trukdo pasijusti... [toliau žr. visą tekstą] / The analysis of socialization concept among persons having physical disability has been carried out in this work, in which the problems of the involvement of persons with physical disability into the applied physical activities have been identified, and the influence of applied physical activities on the quality of life of the disabled has been revealed in the theoretical aspect. The following hypothesis has been made: the index of quality of life of persons with physical disability and their approach towards their disability is better among the disabled who are involved in sports activities than among those who are not. Using the method of questionnaire survey the research has been carried out, where the main purpose was to compare the indexes of life quality among the disabled who were involved in sports activities than among those who were not. 111 persons who have the disability of movement have participated in this research. In the empirical part of this work the influence of the applied physical and sports activities for the disabled persons in the aspect of psychosocial functions has been analysed. The main findings of the empirical research are the following: 1. Respondents having the physical disability and involved in the sports activities feel the higher satisfaction in their life than those who are not. Physically active respondents evaluates their mental health more favourably; moreover, the indices of stress making factors are lower among those who are... [to full text]

Fatigue, diminution des capacités physiques, diminution de la qualité de vie … sont les conséquences directes d’un cancer et des traitements associés. Lutter contre la diminution de la qualité de vie des patients est désormais une priorité en matière de lutte contre le cancer. L’activité physique adaptée a démontré son efficacité pour des patients en cours de traitement anti-cancéreux. Cette thèse a été réalisée à l’Institut des Sciences du Mouvement. Dans le cadre d’une collaboration avec l’Institut Paoli Calmettes, l’objet de ce travail était de contribuer au développement des connaissances dans le domaine de l’activité physique adaptée en oncologie. Le programme de recherche de cette thèse était organisé en 5 études, rassemblant 262 sujets. Les principaux résultats ont montré que l’activité physique adaptée était bénéfique pour des populations très spécifiques (étude 1) ; d’autre part nous avons montré que l’activité physique pilotée à distance via de nouvelles technologies pouvait être une réelle alternative aux programmes supervisés (étude 3). Par ailleurs, une autre étude (étude 2) a mis en évidence une participation des patients très limitée à ces programmes. Nous avons montré pour la première fois dans la littérature que la perspective temporelle est une variable à prendre en compte dans la promotion de l’activité physique chez ces patients (étude 4) ainsi que la personnalité, l’âge et le lieu de prise en charge (étude 5). Cette thèse apporte donc de nouveaux éclairages tant sur le plan des connaissances scientifiques que sur des propositions thérapeutiques afin de développer et d’améliorer la prise en charge en activité physique des patients pendant un cancer. / Fatigue, decrease of physical capacity, decrease of quality of life ... are direct consequences of cancer and related treatments. Contend against the decline of patients’ quality of life is now a priority in the fight against cancer ( “Plan Cancer 2014-2019”). Adapted physical activity has proven effective for patients undergoing cancer treatment. This thesis, described as "action-research", was conducted at the Institut of Movement Sciences (CNRS UMR 7287 AMU). As part of collaboration with the Institut Paoli Calmettes, Centre de Lutte Contre le Cancer in the PACA region, the objective of this work was to contribute to knowledge development in the field of adapted physical activity in oncology. This research’s program was organized in 5 studies, collecting 262 subjects. Firstly, the main results illustrated that adapted physical activity is beneficial for very specific populations (Study 1); secondly we demonstrated that physical activity remotely managed via new technologies could be a real alternative to supervised programs (Study 3). Furthermore, an additional study (Study 2) revealed a very limited involvement of patients in these programs. For the first time in literature, we revealed that the time perspective is a variable to be considered in the promotion of physical activity for patients (Study 4) as well as personality, age and type of hospital (Study 5). This thesis sheds new light both in terms of the contribution of scientific knowledge and on therapeutic proposals in order to develop and improve supportive physical activity for patients suffering from cancer.

Made available in DSpace on 2014-06-11T19:27:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-06-03Bitstream added on 2014-06-13T18:57:00Z : No. of bitstreams: 1 silva_cs_me_rcla.pdf: 740353 bytes, checksum: d75a83078a93da788d9243149795f762 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este trabalho teve como objetivo averiguar como a disciplina curricular Educação Física Adaptada ou similar tem se apresentado nos cursos de licenciatura e graduação/bacharelado em Educação Física e Esporte nas três Universidades públicas estaduais do estado de São Paulo, e se faz interação com as outras disciplinas do currículo. A pesquisa é de cunho qualitativo e utilizou como técnicas de coleta de dados o levantamento de fonte documental via internet através de consulta ao portal do Ministério da Educação (MEC): no link: http://emec.mec.gov.br/ e a entrevista do tipo semi estruturada. Os documentos coletados foram: grades curriculares e conteúdos programáticos da disciplina. Nas análises dos documentos disponibilizados tanto das Instituições públicas como das privadas constatamos que, quanto à nomenclatura, a disciplina tem se apresentado com nomenclaturas semelhantes em algumas IES privadas, e de forma distinta em IES privadas e públicas dentro da proposta licenciatura e graduação/bacharelado em Educação Física e esporte. Em relação às análises das entrevistas com os professores, foi possível analisar a caracterização da disciplina com uma nomenclatura que a identifica e uma falta de consenso quanto aos conteúdos ministrados e relatos mais consensuais quanto às estratégias de ensino, com ênfase na extensão universitária. Na questão do currículo se verificou que há uma ausência de interação entre a disciplina e as demais. Quanto à formação, intervenção e preparação para o mercado de trabalho os participantes apresentaram uma preocupação com a necessidade de se preparar o aluno com perfis diversificados. Dentro deste contexto, consideramos que há a necessidade de pensar na absorção do conteúdo prático nos estágios supervisionados, em cursos de formação de pós graduação e cursos semelhantes à residência médica... / This study aimed to find out how the Adapted Physical Education curriculum subject or similar has appeared in undergraduate and graduate / undergraduate degree in Physical Education and Sport in the three public state universities of São Paulo, and makes interaction with other disciplines the curriculum. The research is of qualitative character and used as techniques to collect the survey data source document via the Internet by consulting the website of the Ministry of Education (MEC): the link: http://emec.mec.gov.br/ and semi structured interview. The documents were collected: curricula and syllabus of the course. In the analysis of documents provided much of the public and private institutions found that, as the nomenclature, the discipline has performed with similar classifications in some private institutions, and differently in public and private institutions within the proposed undergraduate and graduate / undergraduate degree in Physical Education and Sport. Regarding the analysis of interviews with teachers, we could analyze the characterization of the discipline with a nomenclature that identifies and a lack of consensus on the content taught and the mainstream reports about the strategies of education, with emphasis on the university extension. In the matter of the curriculum was found that there is a lack of interaction between the discipline and others. As for training, intervention and preparation for the labor market participants had a concern with the need to prepare students with diverse profiles. Within this context, we consider that there is a need to think of practical content in the absorption of supervised training, training courses and graduate courses similar to medical residency. We found that the discipline does not interact with other disciplines because of the settings in the existing curriculum of physical education courses in Brazil mosaic-like, and what ... (Complete abstract click electronic access below)

Le champ socio-professionnel circonscrit par la prise en compte éducative et sociale des surdités sévères et profondes congénitales est structuré par un clivage entre les courants gestualistes et oralistes apparu à la fin du XVIIIè siècle. Depuis la fin des années mille neuf-cent soixante-dix, sous les impulsions de la militance pour la « cause sourde » d'une part et des progrès technico-médicaux de l'autre, ce clivage s'est trouvé refondé dans celui distinguant une conception du sujet sourd, héritant du structuralisme en linguistique et en psychanalyse, d'une approche de l'individu déficient auditif marqué du positivisme des modèles biologiques appliqués à l'humain.Si l’indigence de la prise en compte de la complexité de la rationalité humaine par ce second paradigme fait l'objet de critiques tout aussi sévères qu'argumentées de la part du premier, la passion pour la langue des signes qui infiltre celui-ci l'inscrit aussi, par là même, dans la tendance sociale repérable comme celle d'un effacement de la spécificité de l'enfant.Bien au-delà d'ailleurs du contexte du handicap, on peut identifier que la langue des signes produit dans notre contemporanéité des effets de fascination amplement redevables aux échos qu'elle trouve dans la négativité – au sens de Jean Gagnepain – constitutive de la condition de l'Homme.Dans l'investissement de la langue des signes, ordonné par la militance pour la « cause sourde » et l'orientation se présentant comme oeuvrant à un bilinguisme, la question de l'imprégnation de la langue audio-orale communautaire et de son outillage par l’écrit figure enfin un point d’achoppement dont se démarquent les approches oralistes notamment renouvelées par la Langue française Parlée Complétée (LPC). / The socio-professional area is delimited by the social and educative ways of regarding the severe congenital deafnesses. It is structured by the split between the oralism and gestualism branches which appeared at the end of XVIIIth century. Since the end of the seventies, driven by parental and cultural militancies as well as technical and medical progress, this division has been refounded in a new one which sets apart two ways of seeing the deaf person. One derives from structuralism in linguistic and psychoanalyse and the other one from positivism of biological models applied to Human.The paucity of the second paradigm regarding the human rationality complexity is the target of serious as well as documented criticisms by the first one. However, the passion for the sign language which comes in the latter one puts it also, by the fact, in the social trend which erases the child specificity. Besides, far beyond the handicap context, the fascination for the sign language observed in our contemporaneity is fully indebted to echoes found in the human constitutive negativity – in the Jean Gagnepain's meaning.Finally the issues of impregnation by audio-oral community language and of its equipment by writing are sticking points in the sign language approach, ordered by campaigners for the deaf cause and considered as working for bilingualism. Conversely, oralism, especially when renewed by the Cued Speech adapted to French, gets free from these pitfalls.

Orientador: Pedro José Winterstein / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Física / Made available in DSpace on 2018-08-16T18:05:43Z (GMT). No. of bitstreams: 1 VendittiJunior_Rubens_D.pdf: 5360237 bytes, checksum: 1065586ad11f75963f0b4245489f2201 (MD5) Previous issue date: 2010 / Resumo: A auto-eficácia se caracteriza como a convicção nas capacidades individuais de organizar e executar cursos de ação, necessários à realização de determinadas tarefas ou feitos dirigidos a uma meta. Engloba processos auto-perceptivos e avaliativos, que relacionam fatores ambientais, pessoais e comportamentais. Estas correlações podem ser observadas tanto na tríade de determinismo recíproco da Teoria Social Cognitiva (TSC), como na proposta Teoria de Ação de Nitsch, que norteia os estudos em motivação desta obra. Neste trabalho, a auto-eficácia é aplicada na compreensão do controle interno das convicções e percepções que envolvem a prática docente em Educação Física Adaptada (EFA), caracterizada por atender pessoas com necessidades especiais ou em condição de deficiência. O mesmo estudo é a continuação das pesquisas no mestrado, que analisou as crenças de auto-eficácia docente em Educação Física (EF). Nesta pesquisa, aprofundamos os estudos de auto-eficácia docente, selecionando um contexto peculiar de atuação em EF: a EFA. Também buscou-se identificar e investigar as fontes de (in)formação da auto-eficácia docente para este contexto. A problemática se encontra na análise das possíveis contribuições da auto-eficácia e a configuração de suas fontes formadoras na EFA, a motivação para a realização, bem como associações destes constructos com: satisfação, preferência de atuação profissional e disposição para continuidade docente em EF. Por meio de quatro instrumentos, aplicados em 311 profissionais atuantes ou que já tivessem atuado na área de EFA, destacam-se alguns fatores e aspectos relacionados à auto-eficácia docente e motivação profissional. Os resultados obtidos podem evidenciar as associações da auto-eficácia com a questão motivacional do professor, através de sua satisfação pessoal e disposição para continuar na carreira docente, bem como os níveis de esforço e persistência. Ou seja, as associações entre auto-eficácia e motivação docentes podem ser relacionadas às características pessoais (emoções, interesse e satisfação), aspectos sociais e comportamentais. A metodologia, através da Análise Estatística de Variância (ANOVA), Regressão Linear e Análise Multivariada (CLUSTERS associativos), promoveu análises destes parâmetros a respeito de suas capacidades de ensinar. A perspectiva social cognitiva e as propostas de estimulação das fontes de formação da auto-eficácia docente, bem como dos mecanismos auto-reflexivos do professor configuraram-se excelentes referenciais, comuns para as discussões sobre as convicções docentes, formação profissional em EFA e atuação com públicos de pessoas com deficiência em estudo(s) anterior(es) e nesta pesquisa. Os fatores experiência direta e experiência vicariante são as fontes mais potentes de formação de auto-eficácia docente em EFA, apresentando-se também os aspectos fisiológicos e emocionais diferenciais para o contexto da EFA, fato que pode explicar a diferenciação no trato entre professor e aluno com deficiência. Outro aspecto que se destaca é a proposta de Maddux, que determina 06 fontes de constituição da auto-eficácia, isolando o aspecto emocional como uma fonte separada dos aspectos fisiológicos. Este estudo aponta para as possibilidades de na formação se desenvolver a auto-eficácia docente em EF e EFA, através de estratégias de incremento de cada uma das fontes propostas e também permite observar a auto-eficácia como uma importante mediadora no processo motivacional do professor de EFA e do Motivo de Realização, com seus componentes (Nível de Aspiração, Atribuição Causal e Normas de Referência). / Abstract: The self-efficacy construct is characterized as the belief in individual abilities to organize and execute courses of action, necessary to perform certain tasks or feats directed to a goal. It encompasses self-perceived and evaluation procedures that relate environmental, personal and behavioral factors. These correlations can be observed in the reciprocal determinism triad of the Social Cognitive Theory (SCT) and in the Theory of Action proposed by Nitsch, which guides the motivation studies in this research. In this work, self-efficacy is applied in the understanding of the internal control of the beliefs and perceptions that are involved in teaching Adapted Physical Education (APE), characterized for the work with people with special needs or in disability condition. This study it is the continuation of the research done in the master degree, which examined the beliefs of self-efficacy in teaching Physical Education (PE). In this research, we deepen the studies on teacher's self-efficacy, selecting a specific context of work in Physical Education (PE): the Adapted Physical Education (APE). We also sought to identify and investigate the sources of (in) formation of teacher self-efficacy in this context. The problem lies in the analysis of the possible self-efficacy contributions and the configuration of its sources in APE, the achievement motivation, as well as the associations of these constructs with: satisfaction, preference of professional performance and willingness to continue teaching in PE. Using four instruments, applied to 311 professionals that work or have worked in the APE field, some factors and aspects related to teacher's self-efficacy and professional motivation were highlighted. The results obtained show the associations between self-efficacy and the teacher's motivation issue, through its personal satisfaction and willingness to continue in the teaching career, as well as the levels of effort and persistence. That is, the associations between teacher self-efficacy and motivation can be related to personal characteristics (emotions, interest and satisfaction), social and behavioral aspects. The methodology, through the Statistical Variance Analysis (ANOVA), Linear Regression and Multivariate Analysis (associative CLUSTERS), promoted the analysis of these parameters regarding their teaching abilities. The social cognitive perspective and the proposals of stimulation of teacher's self-efficacy sources, as well as the teacher's self-reflective mechanisms configure excellent references, common to debates on teaching beliefs, professional formation in APE and work with persons with disabilities, in previous studies and in this research. The factors direct experience and vicarious experience are the most powerful sources of teacher self-efficacy in APE, presenting also the unique physiological and emotional aspects in the APE context, which may explain the difference in treatment between teacher and student with disabilities. Another aspect that stands out is the Maddux proposal that determines 06 sources for self-efficacy constitution, isolating the emotional aspect as a separate source from the physiological aspects. This study points to the possibilities of developing self-efficacy in teaching PE and APE during graduation through the increment of each one of the proposed sources and it also allows the observation of the self-efficacy as an important mediator in the motivational process of the APE teacher and in the Achievement Motivation, with its components (Level of aspiration, Causal Attribution and Reference Standards). / Doutorado / Educação Fisica e Sociedade / Doutor em Educação Física

Orientador: Paulo Ferreira de Araujo / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-08-14T00:34:36Z (GMT). No. of bitstreams: 1 Silva_RitadeFatimada_D.pdf: 1585587 bytes, checksum: 9a16095b551761c85b071fb6b249e6f3 (MD5) Previous issue date: 2009 / Resumo: As Universidades brasileiras, em seus estatutos estabelecem três funções específicas: o Ensino, a Pesquisa e a Extensão. Estas Universidades necessitam criar, desenvolver, organizar, preservar, transmitir o saber acadêmico-científico e a cultura por meio do ensino e da pesquisa, para formar profissionais aptos ao exercício da investigação científica, para o desempenho do magistério e das demais profissões, articulando-se ainda, com a comunidade, na busca do desenvolvimento de suas atividades acadêmicas. Nos últimos anos, tem havido um interesse crescente em relação à pesquisa em Atividade Motora Adaptada. Outro fato também observável é que as pesquisas que discutem a produção do conhecimento científico nos programas estrito senso em Educação Física no Brasil têm enfocado áreas de concentração e linhas de pesquisa diversas, mas não privilegiam a Atividade Motora Adaptada. Um ponto relevante de investigação, então, é verificar o conhecimento produzido em Educação Física envolvendo a Atividade Motora Adaptada, nos programas de mestrado e doutorado, reconhecidos e recomendados pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Para tal investigação utilizou-se Levantamento bibliográfico com análise de conteúdo, onde foram analisados um grande número de estudos e reduzidos a princípios básicos. Os dados coletados foram organizados em categorias: Categorias Teórica, divida em subcategoria - Tematização; subcategoria - área de Concentração, Linha de Pesquisa; subcategoria - Autores, Orientadores e Data de Defesa; Categoria Metodológica: subcategoria - Coleta de Dados: Técnicas de pesquisa, Instrumentos Utilizados e Procedimento Metodológico; subcategoria - Grupo de Foco, sendo posteriormente tratados a partir de grelhas de análise. Nessa pesquisa o termo Atividade Motora Adaptada foi compreendido como a busca de adequação de meios para se executar uma tarefa diante da ausência ou da impossibilidade de se usarem os meios convencionais1. E dessa forma ligado a grupos especiais, como: em condição de deficiência (física, motora, física sensorial e mental). Num primeiro momento, portanto, foi realizada a análise das dissertações e teses a partir dessas categorias e num segundo momento a análise de elementos oriundos das mesmas, estabelecendo, por sua vez, generalizações a partir de condicionantes históricos, políticos e sociais, compreendendo o período de 1986 até o ano de 2008, nos cursos de Educação Física, no Brasil. No caso específico da Educação Física e Atividade Motora Adaptada, não se pode ignorar que mudanças significativas vêm ocorrendo, principalmente após a Organização das Nações Unidas ter instituído o ano de 1981 como o Ano Internacional da Pessoa Portadora de Deficiência, o que contribuiu para a estruturação de um perfil para esse campo de conhecimento: Acontece predominantemente em áreas de concentração biológicas; Compõem o quadro de pesquisadores cento e vinte e três pessoas com produção na área estudada- 35 professores orientadores que possibilitaram a titulação de sessenta e oito mestres e vinte doutores; As temáticas envolvem como grupos de foco, preferencialmente adultos, seguidos pelo de crianças e posteriormente adolescentes; A pesquisa stricto sensu em Educação Física envolvendo AMA representa um espaço ainda novo, uma vez que a primeira dissertação data de 1986 (USP); A UNICAMP aponta como a IES com maior produção na área (53 pesquisas), seguida pela UFRGS (11 pesquisas), pela USP (6 pesquisas), pela UCB e UGF (4 pesquisas cada uma), pela UNESP e UFSC (3 pesquisas cada uma), pela UDESC e UFPR (com 2 pesquisas cada uma); Apenas duas IES possuem uma linha de pesquisa específica para tratar das questões inerentes à pesquisa em Educação Física envolvendo a AMA- UNICAMP e UFRGS. O que se somando ao tempo que já desenvolvem pesquisa na área, favorece uma maior produção; Somam-se aos pontos anteriormente citados como determinantes para que a pesquisa stricto sensu em Educação Física assim se estruture os seguintes: sua alocação na área 21, área da saúde; os critérios de avaliação das produções estabelecidos pela CAPES; a recente chegada da população em condição de deficiência como sujeito da pesquisa stricto senso, em EducaçãoFísica; nas bibliografias indicadas (o que pode-se perceber por meio dos testes padronizados), notoriamente influenciadas pela visão norte-americana de deficiência; A pesquisa stricto sensu em Educação Física envolvendo AMA, mostra-se corajosa uma vez que aborda justamente aquele em condição de desvantagem em relação aos movimentos padrões, estabelecidos ao longo da construção da Educação Física. Contudo, é importante salientar que esse perfil tem se construído como produto e processo de um grande complexo contextual amplo e dinâmico, com diversos fatores contribuintes, o que esse estudo levou em conta. / Abstract: In Brazil, the bylaws of Universities set forth three specific purposes: Education, Research and Extension Courses. Such universities must create, develop, organize, preserve and foster academic and scientific knowledge and culture, through education and research, in order to train professionals who are able to conduct scientific research, teach, and practice other professions, as well as work with the community, in order to develop academic activities. In recent years, there has been growing interest in the research of Adapted Motor Activity. Another observable fact is that the studies, which discuss the production of scientific knowledge in post graduation and doctorate programs in Physical Education in Brazil focus on several fields and lines of research, but have not prioritized Adapted Motor Activity. Therefore, a relevant research theme would be to survey the knowledge produced in relation to Adapted Motor Activity, within the masters and doctorate programs, in Physical Education, recognized and recommended by Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Coordination of Improvement of Higher Education Personnel). In order to conduct such a survey, a review of the literature in the field, as well as an analysis of the content, was conducted, whose aim was to analyze a large number of studies and list their basic principles. The data collected were organized into categories: Theory, divided into subcategories - Theme; Area of Concentration, Line of Research; Authors, Advisors and Date of Presentation; Methodological: Data Collection: research techniques, Methodological tools and procedures used; Focus Group. These were further processed by analysis grids. For the purpose of the present work Adapted Motor Activity is defined as the effort to adapt the means to execute a task in the absence of conventional means or inability to use them. 2 In this manner it is related to special groups, as those people with disabilities (physical, motor, physical sensorial and mental). At first, the analysis of dissertations and theses, between 1986 and 2008, of the Courses in Physical Education in Brazil, was conducted based on the abovementioned categories, and later the focus was on the analysis of elements obtained, and the establishment of generalizations based on historical, political and social determinants. The significant changes that have taken place, particularly in the field of Physical Education and Adapted Motor Activities, cannot be ignored, especially since the UN instituted 1981 as the International Year for Disabled Persons, which contributed for the establishment of a profile in this field of study. Studies have been produced mainly in the area of Biological Sciences; there are 123 researchers, who produce work in this area, 35 are professors/thesis advisors, who in turn give orientation to 68 graduate and 20 doctorate students; the themes are focused on groups which mainly involve, in that order, adults, then children, and adolescents. Research in Physical Education in relation to AMA represents a fairly new field, as the first dissertation was presented in 1986 (USP). UNICAMP is the Higher Education Institution with the most prolific production in the area (53 studies), followed by UFRGS (11 studies), USP (6 studies), UCB and UGF (4 studies each), UNESP and UFSC (3 studies each), UDESC and UFPR (with 2 studies each); only two Higher Education Institutions have a specific line of research to deal with issues related to AMA in the field of Physical Education - UNICAMP and UFRGS. This fact and the amount of time dedicated to research in the area, has fostered a greater production in those institutions. Besides the previously mentioned determinants of the manner through which research in Physical Education is structured, are also the following points: the allocation of the field in area number 21, Health; the evaluation criteria for production established by CAPES (Coordination of Improvement of Higher Education Personnel); and the recent discovery of the disabled population as research subjects, in Physical Education; in the listed Bibliography (as can be verified with standardized tests), notably influenced by the North American notion of disability. The research about AMA in Physical Education has been bold as it focuses on individuals who are in disadvantage in relation to standard movements, established during the evolution of Physical Education. However, it is important to emphasize that this profile has been constructed as both a product and a process in a contextual complex that is much more comprehensive and dynamic, with many contributive factors, which have been taken into account in the present study. / Doutorado / Atividade Fisica, Adaptação e Saude / Doutor em Educação Física

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-09-04T19:46:36Z No. of bitstreams: 2 Luana_Müller2018.pdf: 1366189 bytes, checksum: 9b6d2d5ba214fe3ac7454d693ed0acad (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-09-04T19:46:36Z (GMT). No. of bitstreams: 2 Luana_Müller2018.pdf: 1366189 bytes, checksum: 9b6d2d5ba214fe3ac7454d693ed0acad (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-04-04 / This dissertation, linked to the area of concentration Society, State and Education of the Strictu Sensu Post-Graduation Program in Education - PPGE of Unioeste - Cascavel Campus, contemplates the process of construction of Sports Policies for People with Disabilities, particularly those directed to Physical Disability. The study, through bibliographical, documentary and field research, was carried out having as a start point the following research problem: How does the implementation process of the Adapted Sport Policies for people with physical disabilities occur in the municipality of Toledo-PR? The specific objectives were: a) to contextualize the public policy development process for Adapted Sport, considering international and national relations, particularly from the 1990s, and b) to study the convergences and divergences of public policies of Adapted Sport and the history of ATACAR in the municipality of Toledo / PR. The investigation contemplated the world history for the understanding of the Brazilian parasport context, with emphasis on the associative institutions included as Third Sector, in which ATACAR, as a Civil Society organization, has assumed responsibility as the articulator of Inclusive Policies. The state conjuncture that advocated the division of tasks with the associativism from the years of 1990 was, therefore, a process in which ATACAR is responsible for promoting the inclusion of People with Physical Disability in the municipality of Toledo / PR through Adapted Sport, being also, a policy provider that gives access and permanence of these people in the parasports area. Thus, the study demonstrated that the claims regarding the implementation of Adapted Sport Policies in the municipality of Toledo / PR, specifically through ATACAR, reflected the principle of the "Organization for Cooperation" model, which is one of the forms of organization of the Brazilian parasporting, that is, in the practice of adapted sport, it aims at cooperation among wheelchair athletes of the association. / Esta dissertação, vinculada a área de concentração Sociedade, Estado e Educação, do Programa de Pós-Graduação strictu sensu em Educação – PPGE da Unioeste – Campus de Cascavel, contempla o processo de construção de Políticas de Esporte para Pessoa com Deficiência, particularmente as direcionadas à Deficiência Física. O estudo, por meio de pesquisa bibliográfica, documental e de campo, foi realizado tendo como horizonte o seguinte problema de pesquisa: Como ocorre o processo de implementação das Políticas de Esporte Adaptado para as pessoas com deficiência física no município de Toledo-PR? Os objetivos específicos foram: a) contextualizar o processo de desenvolvimento das políticas públicas para o Esporte Adaptado, considerando as relações internacionais e nacionais, particularmente a partir da década de 1990, e b) estudar as convergências e as divergências das políticas públicas de Esporte Adaptado e a história da ATACAR no município de Toledo/PR. A investigação contemplou a história mundial para a compreensão do contexto paradesportivo brasileiro, com destaque para as instituições associativas compreendidas como Terceiro Setor, no qual a ATACAR, como uma organização da Sociedade Civil, tem assumido a responsabilidade como articuladora das Políticas Inclusivas. A conjuntura estatal que preconizou a divisão de tarefas com o associativismo a partir dos anos de 1990 constituiu, portanto, um processo em que a ATACAR é responsável por promover a inclusão das Pessoas com Deficiência Física no município de Toledo/PR por meio do Esporte Adaptado, sendo, também, provedora de políticas que dão acesso e permanência dessas pessoas na área paradesportiva. Assim, o estudo demonstrou que as reivindicações quanto à implementação de Políticas de Esporte Adaptado no município de Toledo/PR, especificamente por meio da ATACAR, refletiram o princípio do modelo de “Organização por Cooperação”, que constitui uma das formas de organização do paradesporto brasileiro, ou seja, na prática do esporte adaptado, visa a cooperação entre os atletas em cadeira de rodas da associação.