While the close investigation of teachers’ classroom practice received considerable attention in the 1960s and 1970s, fine-grained observational studies of classrooms have progressively disappeared from the research landscape. Research in recent decades has tended to have a restricted focus of attention, concentrating on the objective measurement of ‘effective’ teaching to identify forms of classroom practice that can raise educational standards. This research agenda has been increasingly critiqued for oversimplifying the complex nature of classroom life, but capturing a more complete picture presents a number of challenges. There is a need for researchers to provide a fine-grained account of teachers’ practices in the classroom while giving a sense of the purposes framing these actions together with an alertness to salient contextual influences. The study presented in this thesis set out to engage with all these challenges and provide a ‘fresh’ interpretation of teachers’ day-to-day practices in comparison to many past studies. Given the intent to capture both teachers’ practices and how they framed these actions, Robin Alexander’s definition of ‘pedagogy’, which highlights the need for researchers to adopt a ‘bigger picture’ perspective, was an appropriate heuristic guide for this study. Six teachers of physical education working in different secondary school contexts participated in this study and a key concern in sampling was the desire to recruit highly competent practitioners. A pilot study and conversations with a number of key informants ensured the participants chosen were highly skilled teachers. This study was conducted in two inter-related phases. The first phase of the research involved tracking these teachers in their school context and 88 lesson observations were conducted to view them ‘in action’ with classes. The second phase involved conducting a semi-structured interview with each teacher to explore the insights gained about their practice during the observation phase of the research. A theoretical framework – featuring five framing categories and a ‘teacher-pupil power dynamic’ element – was constructed to encapsulate the main findings from the observation and interview research. The five framing categories represent the patterns of classroom interaction identified in this study, i.e.: teacher-directed, teacher-guided, pupil-led, pupil-initiated, and teacher-pupil negotiated practice. There was a degree of variation in all the participant teachers’ practices that were observed in this study, contrasting markedly with research in the physical education literature reporting an over-use of ‘direct’ teaching. The ‘teacher-pupil power dynamic’ derived from observation and interview work and is composed of two related dimensions. The first dimension captures the ‘fine-tuned’, ‘negotiated’ and ‘responsive’ nature of these teachers’ practices and highlights how teachers and pupils simultaneously shape classroom events. The second dimension encapsulates the core factors – respect, familiarity, time, and context – shaping teacher-pupil relationships and the decisions made about classroom practice. The thesis sets out how the teachers in this study carefully enacted a repertoire of teaching approaches by: ‘fine-tuning’ practice in advance of lessons taking place; ‘responding’ to situations in the immediate act of teaching; ‘negotiating’ the learning intentions for lessons with the pupils; and making judgements about practice against the changeable nature of teacher-pupil relationships. These insights contribute to the education and physical education literature by presenting a dynamic picture of classroom life and suggest that a more responsive, interactive form of teaching was displayed by these teachers than is revealed in the majority of past research studies. The central insights gained from this study contribute to research on pedagogy by providing a close analysis of the micro-interactions that take place in school classrooms and the influences shaping these interactions. A related and equally important contribution to pedagogy emerged from the sustained period spent observing these teachers, which developed a deep understanding of their teaching actions over time and across different physical activities and stages of schooling. The teachers in this study both responded to, and shaped, the dynamics of the classroom; and the interactive forms of teaching that they displayed are not adequately captured in existing definitions of pedagogy. Accordingly the thesis presents an expanded version of Alexander’s definition of pedagogy that foregrounds the dynamic nature of teacher-pupil relationships.

Much of the existing research on primary physical education (PE) has focused on the supposed importance and potential of the subject at this age range, rather than on its actual nature and practice. It is repeatedly claimed within the literature that the development of movement skills during early learning experiences is significant as it lays the foundation for continuing participation in health enhancing physical activity. While much of the existing research has focused on the supposed importance of primary PE, further study in this area expresses concerns about the deficiencies in the preparation of primary generalists to teach the subject; over the quality of learning and teaching within the subject; and over a perceived lack of investment (in the long term) in the primary age phase. In the light of the comparatively limited research relating to primary PE, the reported issues which surround the provision of the subject and the current emphasis on its promotion through the PE and Sport Premium, the study aimed to examine change alongside continuity in what has been identified, rhetorically at least, as an important area of PE. Drawing upon data gathered from one-to-one interviews with 36 subject leaders (SLs), this study sought to describe and explain the nature and practice of primary PE and develop a more adequate understanding of what is actually happening in the name of the subject. The analysis of primary PE was undertaken through the use of a case study of one School Sport Partnership (SSP) in the north-west of England, with the theoretical framework for this study being formed by the figurational sociological perspective. The findings revealed that the most common model for the delivery of PE involved responsibility being shared between the generalist class teacher and either a sports coach or specialist PE teacher. The SLs recognised strengths and weaknesses in all of the three main approaches used. However, while they favoured the use of specialist teachers because of their subject knowledge and expertise, the more prosaic constraints of cost and flexibility meant that the use of coaches had become increasingly popular. Whether or not, the growth of coaches is de-professionalizing the delivery of PE, it certainly appears to be exacerbating any existing tendency to turn primary PE into a pale imitation of the sport-biased curricular of secondary schools. Ironically, the apparent ‘threat’ to the status of PE in the primary curriculum (as well as the status of PE specialists) posed by the growth of coaches in curricular PE in primary schools may well be exaggerated by the primary PE and Sport Premium which appears to have added momentum to a change of direction regarding staffing the subject – towards sports coaches and away from generalist classroom teachers and PE specialists. The data also showed that while the pedagogical approaches adopted in primary PE lessons did include some inclusive and developmentally appropriate methods, the overriding focus was on didactic teaching approaches being used to achieve narrow skills based outcomes. The historical dominance of games, the inclusion of primary teachers in lengthening chains of interdependence with sporting groups and individuals, and the conflation of sport with PE were all thought to have influenced the adoption of a teaching model that is unduly influenced by sport. It was also clear from SLs responses, that the prevalence of teaching methods that bind didactic and skill based pedagogy are unlikely to be challenged by the greater inclusion of sports coaches within primary PE. Finally, the contents of primary PE lessons were shown, by the data, to be dominated by sport and traditional team games; and to be organised around the timings of the major inter-school competitions and tournaments. Overall it was argued that the portents of a future with sports coaches as the main deliverers of primary ‘sport’ lessons are there for all to see, and that this apparent change is best understood by locating the subject leaders of PE in the networks of interdependent relationships that they have with others.

Orientador: Eliana Ayoub / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-13T19:11:07Z (GMT). No. of bitstreams: 1 Matsumoto_MarinaHisa_M.pdf: 6142005 bytes, checksum: 0dd13f17f72695fa95a43f0a9d72f68a (MD5) Previous issue date: 2009 / Resumo: A pesquisa realizada nesta dissertação fundamenta-se em três complexos inter-relacionados: minha experiência na prática docente, a abordagem crítico-superadora em educação física e a perspectiva histórico-cultural do desenvolvimento humano. Trata-se de uma reflexão sobre o processo de ensino-aprendizado ocorrido em aulas de educação física ministradas por mim, na Escola Estadual "Prof. Dr. Carlos Araújo Pimentel", situada em Campinas/SP, uma escola de ensino fundamental, de 1ª a 4ª séries e 1º ao 5º anos iniciais, no ano de 2007, o qual se pautou pela abordagem crítico-superadora da educação física escolar. O entendimento da apreensão da expressão corporal como linguagem e da forma como ela produz-se no dia-a-dia das aulas de educação física são centrais nesta reflexão, que se ancora na perspectiva histórico-social do desenvolvimento humano e numa filosofia da linguagem comprometida com a historicidade do signo e a natureza social do processo de produção de sentidos e significados. Bakhtin e Vigotski, assim como autores da educação física escolar, professores que participaram da minha formação, a Marina professora e pesquisadora, meus alunos e colegas de trabalho, foram interlocutores privilegiados nesse diálogo que principiou com as muitas inquietações suscitadas no cotidiano e foi sendo gradativamente entranhado por essas diversas teorias. Tal processo vem resultando em descobertas e compreensões a respeito do gesto e da palavra e no como estes constituem-se reciprocamente, bem como acerca das relações entre cultura corporal e linguagem e das relações entre o conhecimento imediato e aquele que é produzido na dinâmica escolar. / Abstract: The research accomplished on this dissertation is based on three interrelated complexes: my experience as a teacher, the critical-overcoming treatment in physical education, and the historical-cultural perspective of human development. It is about a reflection on the teaching-learning process, which occurred in physical education classes given by me at Escola Estadual "Prof. Dr. Carlos Araújo Pimentel", ( Prof. Dr. Carlos Araújo Pimentel State School) in Campinas/SP, an elementary school from 1st to 4th grades, and 1st to 5th initial grades, in the year of 2007, which was guided by the critical-overcoming treatment of physical education in schools. The understanding of the retention of body expression as a language, and the way it happens day by day in physical education classes, are essential in this reflection, which is based on the historical-social perspective of human development and on a language philosophy, which is committed to the historical nature of the sign and to the social nature of the production process of senses and meanings. Bakhtin and Vigotski, as well as authors from physical education in schools, teachers who participated of my education, Marina, teacher and researcher, my students and coworkers were the privileged interlocutors on this dialogue, which began with all the everyday anxiety, and it gradually started being penetrated by those several theories. Such process has been resulting in discoveries and comprehensions concerning the gesture and the word, and how they constitute themselves reciprocally, as well as concerning the relationship between body culture and language and the relationship between the immediate knowledge and the one that comes from scholastic dynamics. / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

Esta tese tem como objetivo investigar o ensino de conceitos sobre o corpo em movimento, em aulas de Educação Física do 6º ano do Ensino Fundamental, com base na teoria da aprendizagem significativa (AUSUBEL, 1978). O estudo contou com 119 alunos de duas escolas privadas e de duas da Rede Pública do Estado de São Paulo. Do total de alunos, 95 participaram de todas as aulas. Cada professor foi apresentado à teoria da aprendizagem significativa e, em seguida, a uma sequência pedagógica fundamentada nessa teoria, composta por seis aulas. Os professores poderiam, durante o decorrer das suas aulas, adaptar as estratégias à sua turma, desde que registrassem cada passo dado. Todos os participantes realizaram uma avaliação escrita inicial e final e construíram três mapas conceituais: no início, na terceira aula e no final da pesquisa. Na avaliação escrita, os alunos das escolas públicas tiveram aumento de desempenho, mas os das escolas privadas mostraram um pequeno decréscimo. Os mapas conceituais mostraram que os alunos evoluíram no que se refere à aprendizagem dos conceitos e à compreensão de suas relações / This thesis aims at investigating the teaching of concepts on the moving body within classes of Physical Education of the 6th grade of Elementary School, based on the theory of significative learning (AUSUBEL, 1978). The study is based on a sample of 119 students from two private schools and two public schools from the State of São Paulo. From the initial sample was select 95 students who participated in all classes. Each teacher was introduced to the theory of significative learning and, afterwards, to a six classes sequence based on such theory. During the classes, teachers were able to adapt the strategies to their own group of students. All participants were assessed at the beginning and at the end of the process and constructed three conceptual maps: one at the beginning, another during the third class and one at the end of the research. Regarding written assessment, students from public schools showed enhanced performance, but students from private schools showed a slight deterioration. The analysis of the conceptual maps showed that students have improved regarding learning concepts on the moving body and comprehending its relations

Esta tese tem como objetivo investigar o ensino de conceitos sobre o corpo em movimento, em aulas de Educação Física do 6º ano do Ensino Fundamental, com base na teoria da aprendizagem significativa (AUSUBEL, 1978). O estudo contou com 119 alunos de duas escolas privadas e de duas da Rede Pública do Estado de São Paulo. Do total de alunos, 95 participaram de todas as aulas. Cada professor foi apresentado à teoria da aprendizagem significativa e, em seguida, a uma sequência pedagógica fundamentada nessa teoria, composta por seis aulas. Os professores poderiam, durante o decorrer das suas aulas, adaptar as estratégias à sua turma, desde que registrassem cada passo dado. Todos os participantes realizaram uma avaliação escrita inicial e final e construíram três mapas conceituais: no início, na terceira aula e no final da pesquisa. Na avaliação escrita, os alunos das escolas públicas tiveram aumento de desempenho, mas os das escolas privadas mostraram um pequeno decréscimo. Os mapas conceituais mostraram que os alunos evoluíram no que se refere à aprendizagem dos conceitos e à compreensão de suas relações / This thesis aims at investigating the teaching of concepts on the moving body within classes of Physical Education of the 6th grade of Elementary School, based on the theory of significative learning (AUSUBEL, 1978). The study is based on a sample of 119 students from two private schools and two public schools from the State of São Paulo. From the initial sample was select 95 students who participated in all classes. Each teacher was introduced to the theory of significative learning and, afterwards, to a six classes sequence based on such theory. During the classes, teachers were able to adapt the strategies to their own group of students. All participants were assessed at the beginning and at the end of the process and constructed three conceptual maps: one at the beginning, another during the third class and one at the end of the research. Regarding written assessment, students from public schools showed enhanced performance, but students from private schools showed a slight deterioration. The analysis of the conceptual maps showed that students have improved regarding learning concepts on the moving body and comprehending its relations

A dissertação resulta de uma pesquisa realizada com estudantes negros da Rede Municipal de Ensino de Porto Alegre (RME/POA) e reflete sobre a participação do negro na construção da sociedade que, desde cedo, e ainda hoje, não é isenta de contradições e controvérsias. A RME/POA promove ações visando a equalização das relações étnico-raciais na escola e a implantação da Lei 10639/03, que surgiu de movimentos sociais empenhados na valorização da história e da cultura africana e afrobrasileira. Os objetivos do estudo são identificar e compreender como estudantes negros da RME/POA se constituem nas interações sociais, e como essas construções se manifestam na cultura estudantil e na educação física escolar. Abordei, inicialmente, questões históricas referentes à situação do negro no contexto sócio-cultural brasileiro e na instituição escolar, identificando as diferenças étnico-raciais, como construções históricas, sociais, culturais e políticas. Considero que a escola se configura como uma encruzilhada de culturas, onde os diferentes sujeitos vão construindo seus significados nas diversas interações que constituem. Essas culturas, entendidas como conjuntos diferenciados de significados, são condições constitutivas da vida social da escola. Neste contexto, os estudantes geram e requerem um universo distinto de significados e práticas, comunicados pelas crenças, preferências, normas e valores. A educação física escolar se apresenta como um elemento relevante de análise na compreensão de alguns significados atrelados à cultura estudantil. Assim, a questão central do estudo é: Como estudantes negros da RME/POA se constituem nas interações sociais e como essas construções se manifestam na cultura estudantil e na educação física escolar? Trata-se de uma pesquisa de enfoque qualitativo, caracterizada como uma etnografia educativa. Como procedimentos para obtenção das informações foram utilizados: análise de documentos, observação participante, diário de campo, grupos de discussão e entrevista semi-estruturada. As análises e as interpretações das informações mostraram que a educação física na escola é uma prática social, e tem relação com o significado que os sujeitos, com ela envolvidos, outorgam. Desta forma, as diferentes culturas da escola podem dar sentidos distintos para as ações, rituais e códigos que serão interpretados por aqueles envolvidos com os elementos dessa cultura. Finalmente, no processo de apresentação das interpretações mostro como os colaboradores do estudo se percebem nas relações étnico-raciais, tratando dos códigos de significados na cultura estudantil, especialmente quanto ao reconhecimento no grupo, e apontando como esses sujeitos manifestam certa naturalização de uma posição social de inferioridade do negro. / The following dissertation is the result of a research on Afro-Brazilian students of the Municipal Educational System of Porto Alegre (RME/POA) and it reflects on the participation that these students have in the construction of a society that from the very beginning is not exempt from contradiction and controversy. The RME/POA aims at equalizing the ethnic-racial relations in schools as well as at the implementation of Act 10639/03 which was the result of social movements that were determined in validating African and Afro-Brazilian History and Culture. The objectives of the study are to identify and understand how Afro-Brazilian students of RME/POA constitute themselves in social interactions and how these constructions are manifested in school culture and in physical education. I initially dealt with historical questions as to the situation of Afro- Brazilians within the social cultural context of Brazil as well as in educational institutions, identifying ethnic-racial differences such as historical, social, cultural and political constructions. I consider school to be a crossroads of cultures where different characters build their significances through the various interactions that they constitute. These cultures, understood as differing collections of meanings are constitutive conditions of social school life. Within this context students generate and require a distinct universe of meanings and practices, conveyed through beliefs, preferences norms and values. Physical education is presented as a relevant analysis element in the understanding of meanings linked to school culture. Therefore the core question of the study is: How Afro-Brazilian students of RME/POA constitute themselves in social interactions and how these constructions manifest in school culture and in physical education in schools. It is a research of qualitative focus characterized as an educative ethnography. How were the procedures for obtaining the data used: document analysis, participant observation, logs, discussion groups and semi-structured interviews. The analysis and the interpretations of the data showed that physical education in schools is a social practice and it has to do with the meaning of those who are involved in it give it. Hence the different school cultures can give distinct meanings to the actions, rites and codes that will be interpreted by those involved with the elements of this culture. Eventually in the presentation process of the interpretations I show how the collaborators of the study perceive themselves in ethnic-racial relations, dealing with codes of meaning in school culture, especially as to the recognition within the group and pointing out how they manifest a certain naturalization of the inferior social position of Afro-Brazilians.

A dissertação resulta de uma pesquisa realizada com estudantes negros da Rede Municipal de Ensino de Porto Alegre (RME/POA) e reflete sobre a participação do negro na construção da sociedade que, desde cedo, e ainda hoje, não é isenta de contradições e controvérsias. A RME/POA promove ações visando a equalização das relações étnico-raciais na escola e a implantação da Lei 10639/03, que surgiu de movimentos sociais empenhados na valorização da história e da cultura africana e afrobrasileira. Os objetivos do estudo são identificar e compreender como estudantes negros da RME/POA se constituem nas interações sociais, e como essas construções se manifestam na cultura estudantil e na educação física escolar. Abordei, inicialmente, questões históricas referentes à situação do negro no contexto sócio-cultural brasileiro e na instituição escolar, identificando as diferenças étnico-raciais, como construções históricas, sociais, culturais e políticas. Considero que a escola se configura como uma encruzilhada de culturas, onde os diferentes sujeitos vão construindo seus significados nas diversas interações que constituem. Essas culturas, entendidas como conjuntos diferenciados de significados, são condições constitutivas da vida social da escola. Neste contexto, os estudantes geram e requerem um universo distinto de significados e práticas, comunicados pelas crenças, preferências, normas e valores. A educação física escolar se apresenta como um elemento relevante de análise na compreensão de alguns significados atrelados à cultura estudantil. Assim, a questão central do estudo é: Como estudantes negros da RME/POA se constituem nas interações sociais e como essas construções se manifestam na cultura estudantil e na educação física escolar? Trata-se de uma pesquisa de enfoque qualitativo, caracterizada como uma etnografia educativa. Como procedimentos para obtenção das informações foram utilizados: análise de documentos, observação participante, diário de campo, grupos de discussão e entrevista semi-estruturada. As análises e as interpretações das informações mostraram que a educação física na escola é uma prática social, e tem relação com o significado que os sujeitos, com ela envolvidos, outorgam. Desta forma, as diferentes culturas da escola podem dar sentidos distintos para as ações, rituais e códigos que serão interpretados por aqueles envolvidos com os elementos dessa cultura. Finalmente, no processo de apresentação das interpretações mostro como os colaboradores do estudo se percebem nas relações étnico-raciais, tratando dos códigos de significados na cultura estudantil, especialmente quanto ao reconhecimento no grupo, e apontando como esses sujeitos manifestam certa naturalização de uma posição social de inferioridade do negro. / The following dissertation is the result of a research on Afro-Brazilian students of the Municipal Educational System of Porto Alegre (RME/POA) and it reflects on the participation that these students have in the construction of a society that from the very beginning is not exempt from contradiction and controversy. The RME/POA aims at equalizing the ethnic-racial relations in schools as well as at the implementation of Act 10639/03 which was the result of social movements that were determined in validating African and Afro-Brazilian History and Culture. The objectives of the study are to identify and understand how Afro-Brazilian students of RME/POA constitute themselves in social interactions and how these constructions are manifested in school culture and in physical education. I initially dealt with historical questions as to the situation of Afro- Brazilians within the social cultural context of Brazil as well as in educational institutions, identifying ethnic-racial differences such as historical, social, cultural and political constructions. I consider school to be a crossroads of cultures where different characters build their significances through the various interactions that they constitute. These cultures, understood as differing collections of meanings are constitutive conditions of social school life. Within this context students generate and require a distinct universe of meanings and practices, conveyed through beliefs, preferences norms and values. Physical education is presented as a relevant analysis element in the understanding of meanings linked to school culture. Therefore the core question of the study is: How Afro-Brazilian students of RME/POA constitute themselves in social interactions and how these constructions manifest in school culture and in physical education in schools. It is a research of qualitative focus characterized as an educative ethnography. How were the procedures for obtaining the data used: document analysis, participant observation, logs, discussion groups and semi-structured interviews. The analysis and the interpretations of the data showed that physical education in schools is a social practice and it has to do with the meaning of those who are involved in it give it. Hence the different school cultures can give distinct meanings to the actions, rites and codes that will be interpreted by those involved with the elements of this culture. Eventually in the presentation process of the interpretations I show how the collaborators of the study perceive themselves in ethnic-racial relations, dealing with codes of meaning in school culture, especially as to the recognition within the group and pointing out how they manifest a certain naturalization of the inferior social position of Afro-Brazilians.

A dissertação resulta de uma pesquisa realizada com estudantes negros da Rede Municipal de Ensino de Porto Alegre (RME/POA) e reflete sobre a participação do negro na construção da sociedade que, desde cedo, e ainda hoje, não é isenta de contradições e controvérsias. A RME/POA promove ações visando a equalização das relações étnico-raciais na escola e a implantação da Lei 10639/03, que surgiu de movimentos sociais empenhados na valorização da história e da cultura africana e afrobrasileira. Os objetivos do estudo são identificar e compreender como estudantes negros da RME/POA se constituem nas interações sociais, e como essas construções se manifestam na cultura estudantil e na educação física escolar. Abordei, inicialmente, questões históricas referentes à situação do negro no contexto sócio-cultural brasileiro e na instituição escolar, identificando as diferenças étnico-raciais, como construções históricas, sociais, culturais e políticas. Considero que a escola se configura como uma encruzilhada de culturas, onde os diferentes sujeitos vão construindo seus significados nas diversas interações que constituem. Essas culturas, entendidas como conjuntos diferenciados de significados, são condições constitutivas da vida social da escola. Neste contexto, os estudantes geram e requerem um universo distinto de significados e práticas, comunicados pelas crenças, preferências, normas e valores. A educação física escolar se apresenta como um elemento relevante de análise na compreensão de alguns significados atrelados à cultura estudantil. Assim, a questão central do estudo é: Como estudantes negros da RME/POA se constituem nas interações sociais e como essas construções se manifestam na cultura estudantil e na educação física escolar? Trata-se de uma pesquisa de enfoque qualitativo, caracterizada como uma etnografia educativa. Como procedimentos para obtenção das informações foram utilizados: análise de documentos, observação participante, diário de campo, grupos de discussão e entrevista semi-estruturada. As análises e as interpretações das informações mostraram que a educação física na escola é uma prática social, e tem relação com o significado que os sujeitos, com ela envolvidos, outorgam. Desta forma, as diferentes culturas da escola podem dar sentidos distintos para as ações, rituais e códigos que serão interpretados por aqueles envolvidos com os elementos dessa cultura. Finalmente, no processo de apresentação das interpretações mostro como os colaboradores do estudo se percebem nas relações étnico-raciais, tratando dos códigos de significados na cultura estudantil, especialmente quanto ao reconhecimento no grupo, e apontando como esses sujeitos manifestam certa naturalização de uma posição social de inferioridade do negro. / The following dissertation is the result of a research on Afro-Brazilian students of the Municipal Educational System of Porto Alegre (RME/POA) and it reflects on the participation that these students have in the construction of a society that from the very beginning is not exempt from contradiction and controversy. The RME/POA aims at equalizing the ethnic-racial relations in schools as well as at the implementation of Act 10639/03 which was the result of social movements that were determined in validating African and Afro-Brazilian History and Culture. The objectives of the study are to identify and understand how Afro-Brazilian students of RME/POA constitute themselves in social interactions and how these constructions are manifested in school culture and in physical education. I initially dealt with historical questions as to the situation of Afro- Brazilians within the social cultural context of Brazil as well as in educational institutions, identifying ethnic-racial differences such as historical, social, cultural and political constructions. I consider school to be a crossroads of cultures where different characters build their significances through the various interactions that they constitute. These cultures, understood as differing collections of meanings are constitutive conditions of social school life. Within this context students generate and require a distinct universe of meanings and practices, conveyed through beliefs, preferences norms and values. Physical education is presented as a relevant analysis element in the understanding of meanings linked to school culture. Therefore the core question of the study is: How Afro-Brazilian students of RME/POA constitute themselves in social interactions and how these constructions manifest in school culture and in physical education in schools. It is a research of qualitative focus characterized as an educative ethnography. How were the procedures for obtaining the data used: document analysis, participant observation, logs, discussion groups and semi-structured interviews. The analysis and the interpretations of the data showed that physical education in schools is a social practice and it has to do with the meaning of those who are involved in it give it. Hence the different school cultures can give distinct meanings to the actions, rites and codes that will be interpreted by those involved with the elements of this culture. Eventually in the presentation process of the interpretations I show how the collaborators of the study perceive themselves in ethnic-racial relations, dealing with codes of meaning in school culture, especially as to the recognition within the group and pointing out how they manifest a certain naturalization of the inferior social position of Afro-Brazilians.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-14T15:03:10Z No. of bitstreams: 1 andersonjosedeoliveira.pdf: 1227613 bytes, checksum: a133fc97fdbba31e59a8cbf458d1dbe2 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-14T15:54:18Z (GMT) No. of bitstreams: 1 andersonjosedeoliveira.pdf: 1227613 bytes, checksum: a133fc97fdbba31e59a8cbf458d1dbe2 (MD5) / Made available in DSpace on 2015-12-14T15:54:18Z (GMT). No. of bitstreams: 1 andersonjosedeoliveira.pdf: 1227613 bytes, checksum: a133fc97fdbba31e59a8cbf458d1dbe2 (MD5) Previous issue date: 2015-06-25 / O presente trabalho teve como objetivo analisar a prática docente de uma professora de educação física que, numa escola pública de Juiz de Fora, segue o ideário da pedagogia histórico-crítica. Levantou-se as seguintes questões norteadoras: Como se deu o contato da professora com tal ideário? Que recursos e estratégias foram utilizadas por ela para colocá-lo em prática? Como se deu, de forma geral, o cotidiano das aulas de educação física? Que dificuldades foram enfrentadas? Que possibilidades a pedagogia histórico crítica apresentava para a educação física? Referenciado por autores como Saviani (1992), Coletivo de Autores (1992) e Gasparin (2009), a pesquisa é resultado de ações desenvolvidas no Mestrado em Educação da Universidade Federal de Juiz de Fora – UFJF. Para realização desta pesquisa foi utilizada metodologia de cunho qualitativo e caráter etnográfico, sendo necessária uma imersão no ambiente escolar para captar os elementos e detalhes que compuseram a prática docente analisada, acompanhar as aulas da professora, gravar entrevistas e observar as situações daquele cotidiano. Um primeiro achado da pesquisa foi perceber nas aulas a seleção de conteúdos da cultura corporal para além de atividades esportivas comumente desenvolvidas na educação física escolar. A professora orientou sua prática em acordo com os cinco passos do método histórico-crítico de transmissão do conhecimento: prática social inicial, problematização, instrumentalização, catarse e prática social final. Observou-se ricas possibilidades de trabalho com tal referencial teórico. No entanto, a falta de adesão de determinados alunos a um trabalho diferenciado na educação física, a situação de segundo plano dessa disciplina e deficiências na estrutura do prédio escolar foram fatores que dificultaram a ação docente da professora em questão. / This study aimed to analyze the teaching practice of a physical education teacher who, in a public school in Juiz de Fora, follows the ideas of historical-critical pedagogy. The following guiding questions were pointed: How was the contact of the teacher with such ideas? What were the resources and strategies used by her to transform these ideas in reality? How was, in general, physical education classes in everyday life? Which were the difficulties faced by the teacher? Which possibilities did the historical-critical pedagogy present to physical education classes? Referenced by authors like Saviani (1992), Coletivo de Autores (1992) e Gasparin (2009), this research is result of actions developed during the Masters in Education of Universidade de Juiz de Fora - UFJF. For this research it was used the qualitative methodology with ethnographic character. It was necessary the immersion in the educational environment so that could be possible to point the elements and details which composed the teaching practices analyzed, to follow the lessons given by the teacher, to record interviews and to observe the situations in that context. A first finding of this research was to perceive the selection of body culture contents to beyond the sport activities normally developed in physical education at schools. The teacher guided her teaching practice in accordance with the five steps of the historical-critical method of knowledge transmission: identification of social practice, questioning, instrumentation, catharsis and return to social practice. It was observed during classes rich possibilities of work with that theoretical reference in physical education. However, lack of adhesion to a differentiated work in physical education classes by some students, the second plan situation of this subject and deficiencies in educational building infrastructure were factors which made the teaching activities of that teacher more difficult.

Tidigare forskning visar att hedersrelaterat förtryck och våld försätter individer i extremt utsatta positioner. Det finns även en komplexitet i att bekämpa hedersrelaterat förtryck och våld i moderna och sekulariserade samhällen som bottnar i värde- och normkonflikter. Kvinnor i hedersrelaterade kontexter är isolerade från omvärlden och förnekas möjligheten till att socialiseras, vilket är en viktig och nödvändig beståndsdel för att integreras i ett modernt, individualistiskt samhälle. Syftet med föreliggande uppsats är att undersöka deltagare i Tjejers rätt i samhällets(TRIS) simverksamhet och studera deltagarnas upplevelser kring möjligheter att delta på samhällets olika forum samt hur simverksamheten påverkar deras självförtroende. TRIS är en organisation som arbetar mot hedersrelaterat förtryck och våld. Med hjälp av intervjuer undersöktes fem deltagares upplevelser. Resultaten visar att simverksamheten är ett effektivt sätt för att engagera unga kvinnor till att bli mer aktiva inom idrott i skolan samt bidrar till en ökning av de unga kvinnornas självförtroende. Simverksamheten ger även ett antal fördelar kring möjligheter att delta på olika forum i samhället, bland annat bildandet av nya vänskapsband samt den fysiska aspekten av att förbättra den allmänna hälsan och välbefinnande. / Previous research shows that honor-related oppression and violence puts individuals in extremely vulnerable positions. It is also suggested that there is a complexity when combating this issue in late modern and secular societies. Women in honor-related contexts are isolated from the world and lack the opportunity to socialize, an important and integral aspect when integrating into the community. The intention of this paper is to investigate participants in TRIS, swimming lessons possibilities to access different forums in the community and the swimming lessons affect on their self-confidence. TRIS is an organization that works against honor-related oppression and violence. The method used to explore the experience in TRIS swimming lessons of five participants was qualitative interviews. The interviews investigated participants’ opportunity to take part in various forums within the community and how their self-confidence directly related to their integration into the community. This study’s revealed that the swimming activities shows an effective way to involve and persuade young women to become more active in physical education in school. There was also an increase in the young women’s self-confidence and their belief in regards to their own abilities when coping with life on a broader level. Swimming activities also provided a number of benefits in many areas of socialization namely the formation of new friendships and also the physical aspect of improving general health and well-being.