Made available in DSpace on 2016-03-15T19:38:04Z (GMT). No. of bitstreams: 1 Mariana Brolio Locatelli.pdf: 1425303 bytes, checksum: ddbb33652f14d12ce237ae48f716469d (MD5) Previous issue date: 2007-08-06 / The democratization of information transform a classroom in an environment where it s impossible for a teacher to establish each apprentice s domain of knowledge and to individualize the teaching learning process. The heterogeneity of the level of student s knowledge acquired level, is present and isn t anymore a condition of the initial classrooms of computer science s courses but a general condition. The background of individual s skills is based on the concepts acquired and assimilated, then a student may knows a lot, a little or nothing about some concept in each step of the teach-learning process. This work presents an environment modeled by the relations among concepts to be learned based on ontology and concept maps, with the objective of determinate student s knowledge acquired in a distinct period of time, the knowledge s acquisition level (NAC) of a student, using the methodology of continued evaluation of learning. The environment was built based on the ontology of the Computer Science undergraduate Course of the Universidade Presbiteriana Mackenzie, developed in the present work. / A democratização da informação transforma uma sala de aula em um ambiente onde é impossível ao professor estabelecer o domínio de conhecimentos de cada aprendiz e com isso individualize o ensino. A heterogeneidade do nível do conhecimento dos alunos está presente e não é mais uma condição das turmas iniciais dos cursos de informática, mas uma condição geral. A base da formação das habilidades de um indivíduo é feita através de conceitos adquiridos e competências assimiladas, portanto um aluno pode saber muito, pouco ou nada sobre um determinado conceito em cada etapa do processo de ensino aprendizagem. Este trabalho apresenta um ambiente modelado sobre as relações entre os conceitos a serem aprendidos, dispostos na forma de ontologias, com o objetivo de determinar o conjunto do conhecimento já adquirido por um aluno em um determinado período de tempo, o nível de aquisição de conhecimento (NAC) do aprendiz, sob o método de avaliação contínua da aprendizagem. O ambiente foi construído sobre a ontologia do Curso de Ciência da Computação da Universidade Presbiteriana Mackenzie, desenvolvida neste trabalho.

A proposta geral deste trabalho é realizar uma leitura das articulações com a psicanálise que permeiam a conceitualização do populismo de Ernesto Laclau. Em particular, detém-se na análise das dimensões teóricas centrais da concepção da representação da teoria da hegemonia que nos permitem pensar a identidade política popular como uma configuração discursiva que supõe uma transformação subjetiva específica, na qual se passa da demanda social à construção de uma vontade coletiva. Neste sentido, iremos analisar as dimensões da nominação e do afeto da teoria da hegemonia à luz de certas conceptualizações freudianas e lacanianas, como o conceito de sobredeterminação, objeto de desejo, point de capiton ou significante amo e gozo. / This work aims to analyze how the conceptualization of populism of Ernesto Laclau is related to psychoanalysis. Particularly, we focus on the main theoretical dimensions of the conceptualization of representation in the theory of hegemony, which allows us to interpret the popular political identity as a discursive setting that assumes a particular subjective change, departing from social demand to the building of a new collective will. Thus we will tackle aspects of nomination and affect in the theory of hegemony in light of some Freudian and Lacanian conceptualizations, such as overdetermination, object of desire, anchoring point (point de capiton), master signifier and joy.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-05-19T11:24:55Z No. of bitstreams: 1 claytonantoniopereirapires.pdf: 7476754 bytes, checksum: 5904836fef5a98e9537e6bf20fae0dea (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-05-19T14:38:31Z (GMT) No. of bitstreams: 1 claytonantoniopereirapires.pdf: 7476754 bytes, checksum: 5904836fef5a98e9537e6bf20fae0dea (MD5) / Made available in DSpace on 2017-05-19T14:38:31Z (GMT). No. of bitstreams: 1 claytonantoniopereirapires.pdf: 7476754 bytes, checksum: 5904836fef5a98e9537e6bf20fae0dea (MD5) Previous issue date: 2017-02-13 / Nesta dissertação apresentamos uma ação de ensino na qual tanto pesquisador quanto estudantes experimentam algo novo, tomando como referência as práticas do dia a dia escolar. O pesquisador, com sua atuação regular como professor de Física no Ensino Médio, se lança no desafio de apresentar a alunos do 9º ano de uma escola pública como os conhecimentos sobre a Luz podem ter aplicação abrangente e importante em nossas vidas. Tomando como referenciais teóricos principais a Teoria da Aprendizagem Significativa de David Ausubel, a teoria sócio-histórico-cultural de Levy Vygotsky, e as ideias libertadoras de Paulo Freire, bem como aportes da legislação vigente, foi desenvolvida neste trabalho uma sequência didática, abordando aspectos qualitativos sobre a natureza, propagação e interação da Luz com a matéria. Para o pesquisador, que vislumbrou novos rumos e concepções para sua ação como educador, e para os estudantes, que foram aguçados pelo conhecimento contextualizado e potencialmente significativo, agindo como parceiros efetivos em sua condição de educandos, essa atividade se mostrou altamente recompensadora. As seções em que a exposição de conteúdo com atividades experimentais, interatividade, além de aplicações tecnológicas e seus desdobramentos, foram discutidas e debatidas com curiosidade, entusiasmo e sede de conhecimento, tendo se mostrado bastante produtivas. A aplicação de questionário buscando perceber conhecimentos prévios dos alunos, as breves pesquisas desenvolvidas por estes para se sentirem inseridos no ambiente de investigação foram importantes para a elaboração da sequência didática. O produto educacional desenvolvido foi fruto da participação ativa dos estudantes, das importantes sugestões de colegas e de leitores críticos, e do entusiasmo do pesquisador por essa tão gratificante oportunidade pedagógica. O trabalho como um todo mostrou o quanto é importante buscarmos estratégias e metodologias alternativas de ensino, levando sempre em consideração as sugestões, os interesses, as curiosidades e os conhecimentos incorporados pelos educandos em seu cotidiano. / In this dissertation, we present a teaching action in which both researcher and students try to innovate, taking as reference their day-by-day school practices. The researcher, with a regular performance as a Physics teacher in High School, launches the challenge of presenting the ninth graders from a public school, the knowledge that Light concepts can have a comprehensive and important application in our lives. As main theoretical references, the teacher embraces David Ausubel’s theory of Significant Learning , Levy Vygotsky’s SocioHistorical-Cultural Theory , and Paulo Freire’s liberating ideas , as well as contributions of Brazilian educational current legislation.in this work, we developed a didactic sequence, addressing qualitative aspects about the nature, propagation and interaction of Light with matter. For the researcher, who envisioned new directions and conceptions for his action as an educator, and for the students who were sharpened by contextual and meaningful knowledge, acting as effective partners in their status as students, this activity was highly rewarding. The sections in which content exposition, with experimental activities, interactivity, in addition to technological applications and its developments, were discussed and debated with curiosity, enthusiasm and longing for knowledge, were quite productive. The application of a questionnaire, seeking to achieve previous knowledge of the students, the brief researches developed by them in order to feel inserted in the research environment, were important for the elaboration of the didactic sequence. The educational product developed was the result of the active participation of the students. The important suggestions of colleagues and critical readers, and the enthusiasm of the researcher were a very rewarding educational opportunity. The work as a whole showed how important it is to look for alternative teaching strategies and methodologies, always taking into consideration the suggestions, interests, curiosities and knowledge incorporated by students in their daily lives.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-05-25T12:31:53Z No. of bitstreams: 1 leonardotavaresdepaula.pdf: 1447065 bytes, checksum: 6a4ea2aff9798334815609d932200336 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-05-25T13:34:22Z (GMT) No. of bitstreams: 1 leonardotavaresdepaula.pdf: 1447065 bytes, checksum: 6a4ea2aff9798334815609d932200336 (MD5) / Made available in DSpace on 2017-05-25T13:34:23Z (GMT). No. of bitstreams: 1 leonardotavaresdepaula.pdf: 1447065 bytes, checksum: 6a4ea2aff9798334815609d932200336 (MD5) Previous issue date: 2017-02-21 / O presente trabalho trata do ensino de física por projetos, através da construção de um forno solar com as turmas do segundo ano do ensino médio de uma escola pública da rede estadual de Minas Gerais. No trabalho é estabelecida uma discussão sobre a aprendizagem significativa e a importância do professor em diversificar a prática pedagógica buscando uma maior interação dos alunos com o conhecimento. No processo metodológico foi criado um roteiro de trabalho, o qual foi aplicado para as turmas já mencionadas. Posteriormente foram efetuadas análises quanto a eficiência da prática pedagógica por projetos, por meio de um questionário aplicado aos alunos observando sua satisfação em participar da atividade e os conhecimentos adquiridos durante o trabalho. Pôde-se concluir a partir das análises que o uso de projetos como ferramenta pedagógica pode ajudar na relação do aluno com o conhecimento. Além disso essa prática mostrou-se eficiente para o fomento à aprendizagem significativa. / The present work deals with the teaching of physics by projects, through the construction of a solar oven with the classes of the second year of high school of a public school of the state network of Minas Gerais. In the work, a discussion about the significant learning and the importance of the teacher in diversifying the pedagogical practice is established, seeking a greater interaction of the students with the knowledge. In the methodological process a work script was created, which was applied to the classes already mentioned. Later, analyzes were performed on the efficiency of the pedagogical practice by projects, through a questionnaire applied to students observing their satisfaction in participating in the activity and the knowledge acquired during the work. It could be concluded from the analyzes that the use of projects as a pedagogical tool can help in the relation of the student with the knowledge. In addition, this practice proved to be efficient for the promotion of meaningful learning.

Submitted by Fabiano Vassallo (fabianovassallo2127@gmail.com) on 2017-04-12T15:10:12Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) TESE-TEXTUAL-VERSÃO FINAL.pdf: 5066485 bytes, checksum: bd6db4948b6dcf41f005e50704721346 (MD5) / Approved for entry into archive by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-04-17T14:36:26Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) TESE-TEXTUAL-VERSÃO FINAL.pdf: 5066485 bytes, checksum: bd6db4948b6dcf41f005e50704721346 (MD5) / Made available in DSpace on 2017-04-17T14:36:26Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) TESE-TEXTUAL-VERSÃO FINAL.pdf: 5066485 bytes, checksum: bd6db4948b6dcf41f005e50704721346 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Filiada ao aparato teórico metodológico da Análise do Discurso (PÊCHEUX (1969); ORLANDI, 1984a), esta tese analisa o funcionamento das determinações históricas que constituem discursos do e sobre o movimento hip hop. Para tal, toma como material de análise o videoclipe Causa e efeito (BILL, 2011), publicado no Youtube.com, além das apreciações e comentários de sujeitos-internautas. Pela observação dos efeitos de sentido produzidos na imbricação material significante (LAGAZZI, 2010) entre letra, imagem e música, perpassadas pelo discurso eletrônico enquanto fundamentalmente urbano (ORLANDI, 2010), observa-se o modo histórico de constituição, formulação e circulação dos sentidos e de sujeitos que assumem posições discursivas situadas na tensão entre a reprodução de e a resistência a sentidos dominantes. Com base nas compreensões obtidas a partir das análises, promove-se uma discussão a propósito da maneira como o sujeito-rapper significa escola e educação, o que conduz a reflexões possíveis no tocante à relação entre a produção de efeitos de sentido nos imaginários do discurso hip hop e os efeitos da ligação entre sujeito, escola e trabalho enquanto evidência ideológica neoliberal. Desse modo, discute-se o que uma análise discursiva teria a dizer acerca das possibilidades de deslocamento do professor em face de determinações ideológicas que atravessam as práticas de ensino no ambiente escolar. Ademais, diante da incumbência de analisar diferentes materialidades discursivas em composição, busca-se oferecer contribuições teórico-metodológicas que acarretem avanços, principalmente, no que concerne à análise do imagético e do que se nomeou, neste trabalho, como materialidade significante da musicalidade / Affiliated with the theoretical and methodological apparatus of Discourse Analysis (PÊCHEUX (1969); ORLANDI, 1984a), this doctoral thesis analyzes the operation of historical determinations that constitute discourses on and about the hip hop movement. For this, its material for analysis is the music video entitled Causa e efeito (BILL, 2011), posted on Youtube.com, in addition to assessments and comments from internet users subjects. By the observation of the meaning effects produced in the significant material combination (LAGAZZI, 2010) between lyrics, image and music, pervaded by the electronic discourse as fundamentally urban (DIAS, 2011), it is noted the historical mode of constitution, formulation and circulation of meanings and of subjects that take discourse positions along the tension between the reproduction of dominant meanings and the resistance to them. Based on the understanding achieved through the analysis, we promote a discussion concerning the manner the rapper-subject means school and education, what leads to possible considerations about the relationship between meaning effects production in the imaginaries of hip hop discourse and the effects of the liaison between subject, school and work while neoliberal ideological evidence. Thus, we discuss what a discursive analysis would have to say about the teacher’s possibilities for movement in the face of ideological determinations that cross the teaching practices in the school environment. Furthermore, considering the task of analyzing different discursive materialities in composition, we aim to offer theoretical and methodological contributions which may result in developments especially in regard to the analysis of imagery and to what has been denominated in this work as significant materiality of musicality

The subject of this thesis "The development of international retail companies in the Czech republic and its economic aspects" is a comprehensive evaluation of the operation of international food retail companies focused on supplier-customer relationships. The dissertation is divided into three parts. The first part deals with the origin and characteristics of modern retail chains and instruments of analysis assess the competitive forces in the industry. The second part is devoted to the parameters of business conduct and analysis of the allocation of economic surplus in favor of the retailer. The third part is devoted to the role of prices in the retail, including price wars and its impact on suppliers and consumers

This thesis deals with retailer-supplier relationships within the food chain, and with possibilities of their regulation. The aim is to assess the effect of regulation of retailer-supplier relationship, through "Act on Significant Market Power and Abuse thereof" on particular food chain members, and eventually to propose an alternative solution of their regulation. The thesis states the following hypothesis: The Act on Significant Market Power does not change bargaining power between suppliers and retailers. The thesis is divided into five parts. The first of those defines the issue of retailer-supplier relationship, especially the so called "unfair practices". The mind-set of the European Commission which judges the unfairness of a practice, according to its impact on consumer, investment and competition is stressed. When comparing market shares and profit abilities, it is obvious that supplier sector is not disadvantaged in relation to retailing, however, there are cases of small and medium enterprises over which retailers can impose their bargaining power. Retroactive changes and excessive risk transfer on a business partner are then indicated as unfair, which is confirmed by microeconomic analysis. The second part maps means of regulation, through hard and soft law in the EU and its member states with focus on the Czech Republic, where the Act No. 395/2009 Coll., on Significant Market Power in the Sale of Agricultural and Food Products and Abuse thereof is applied. It is found that regulation within the EU is heterogeneous and the results of different regulatory mechanism in different countries differ. The third part talks about self-regulatory possibilities constituted by corporate social responsibility. The main solution of retailer-supplier relationships is represented by stakeholder dialogue, in which contractual parties look for the basis of their antagonistic positions (which are hidden in their interests and needs), and try to identify mutual needs and to create shared value. This approach increases the created value, which is advantageous for both partners, instead of redistributing the value to the benefit of the stronger partner. The fourth part presents the results of a survey conducted among retailers, retailer suppliers and farmers, their opinions about the Act on Significant Market Power, about changes caused by this Act and about particular unfair practices. It was realised that the Act does not help the suppliers very much, in that the bargaining position was improved only with a tiny part of the respondents, and the Act even did not fulfil the role of small and medium sized enterprises protection. The everyday practice of retailer-supplier relationships remains (after changing few legal formulations in the contracts) almost the same as it was before the Act came into force. The only considerable change is shortening the payment period to 30 days; however, there are suppliers that are not content about this provision. The farmers do not feel any consequences of the Act; retailers regard it as business barrier and excessive regulation. Thus, this part confirms the hypothesis. The final part of the thesis proposes a solution to this issue by engaging many stakeholders: the business partners (self-regulation), the State (regulation through general universal act), consumers, non-governmental organisations and media (generating demand for responsible behaviour of firms).

HIV/AIDS has assumed epidemic proportions in the world of today. The main age group infected by this disease is between the ages of 20 – 40 years. The result of this is that the children who are not infected by the disease will be orphaned and forced to assume the role of head of the house and breadwinner, at a stage in their lives when they should not be burdened with these responsibilities. Orphans are perhaps the most tragic long-term legacy of the HIV/AIDS pandemic. The stigma attached to HIV/AIDS exacerbates the trauma, hampers the bereavement process and exposes children to discrimination and victimization in their community and their extended family. Investigation into existing literature has revealed that insufficient previous studies have been conducted on HIV/AIDS orphans and even fewer pertaining to the emotional needs of the HIV/AIDS infected population in the South African context. For the purpose of this study it was decided to assess the emotional needs of HIV/AIDS affected orphans in the developmental stage of middle childhood. A literature investigation into the historical background of HIV/AIDS was done and the demographic impact of the disease on South Africa was given. The impact that HIV/AIDS has on the patient was discussed along with the impact that it has on the affected significant others of the patient. Secondly a literature investigation on middle childhood was done. The child in middle childhood as well as the family with children in middle childhood was discussed. Attention was given to the developmental tasks, developmental characteristics and the child’s comprehension of death during middle childhood. Attention was also afforded to the family with children in middle childhood with specific emphasis on the developmental tasks and needs of the family and the developmental tasks of siblings. The aim of the research study was to assess the emotional needs of HIV/AIDS orphans. An exploratory research design by means of a qualitative approach was followed. Five respondents were purposively sampled that complied with the set criteria. They were assessed through the utilization of six different Gestalt therapy techniques over a period of one week. Themes were identified through the empirical study. The research question “What are the emotional needs of HIV/AIDS orphans?” was answered and the following emotional needs of the respondents were identified: · Longing for the deceased mother. · Loneliness. · Stigmatization. · Preoccupation with the physical features of the deceased. · Anger. · Insecurity. · Preoccupation with death. · Fear of death. The following themes can be considered for further research in this field: · Establishment of a therapeutic program for affected children. · A comparison between the emotional needs of those children who have knowledge regarding their parent/s status and those who do not. / Dissertation (MA (Play Therapy))--University of Pretoria, 2005. / Social Work and Criminology / unrestricted

This work has as an initiative to study the proportionality of a broader and natural perspective to the nature with which the classical mathematics was conceived. To do this, we want to broaden the understanding of the content and present it in a broader perspective, going against the simplistic aspect of bibliographies for Basic Education, in order to obtain necessary resources that justify the proposed Didactic Sequence for 9th grade of Elementary School, on Similarity and Volume Measures. To give substance to the proposal the dissertation was divided into four chapters. The first presents a historical construction of proportionality, where we have the Comensurability, The Elements of Euclid and The Theorem of Thales. Chapter 2 focuses on Cavalieri's Principle and Pappus's Theorem, which has a strong relationship with the following chapter dealing with the proportionality of solids, in particular Polyhedra and Solids of Revolution, in order to broaden the perspective of treatment of this content in the practice of teaching mathematics. Finally, chapter 4 brings the proposal of the Didactic Sequence on Similarity and Volume Measures, directed to the 9th year of Elementary School, with 7 activities with application time of 14 hours class; besides some suggestions of contents in which the proportionality already is or can be used strongly. The purpose of the present proposal is to use preexisting mental schemas to construct others, generating the appreciation of meaningful learning by the teacher who teaches mathematics and meaning to the student within mathematics itself, to stimulate the discovery of both new content and its importance in all aspects of social life. / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / IMPA - Instituto de Matemática Pura e Aplicada / Esse trabalho tem como iniciativa estudar a proporcionalidade numa perspectiva mais ampla e natural à natureza com a qual se concebeu a matemática. Para isso, deseja-se ampliar a compreensão do conteúdo e apresentando sob um aspecto mais amplo, indo de encontro com o aspecto simplista das bibliografias para o Ensino Básico, a fim de obter recursos necessários que justifique a Sequência Didática proposta para turmas de 9º ano do Ensino Fundamental, sobre Semelhança e Medidas de Volume. Para dá corpo a proposta a dissertação foi dividida em quatro capítulos. O primeiro apresenta uma construção histórica da proporcionalidade, onde se tem a Comensurabilidade, Os Elementos de Euclides e o Teorema de Tales. O capítulo 2 tem como foco Princípio de Cavalieri e o Teorema de Pappus, que tem forte relação com o capítulo seguinte que trata da proporcionalidade de sólidos, em particular de Poliedros e Sólidos de Revolução, de forma a ampliar a perspectiva de tratamento desse conteúdo na prática de ensino da Matemática. Por fim o capítulo 4 trás a proposta de Sequência Didática sobre Semelhança e Medidas de Volume, direcionada ao 9º ano do Ensino Fundamental, com 7 atividades com tempo de aplicação de 14 horas aula; além de algumas sugestões de conteúdos nos quais a proporcionalidade já é ou pode ser fortemente utilizada. A proposta apresentada tem por finalidade usar esquemas mentais preexistentes para construir outros, gerando a valorização da aprendizagem significativa por parte do docente que ensina matemática e significado para o aluno dentro da própria matemática, para estimular a descoberta tanto de conteúdo novos como a sua importância em todos os aspectos da vida social.

Made available in DSpace on 2016-01-26T18:49:30Z (GMT). No. of bitstreams: 1 DISSERTACAO 01_07_09.pdf: 868132 bytes, checksum: 70069333b2b5cce7178faa57e28152bc (MD5) Previous issue date: 2009-06-25 / During practical the pedagogical one he verified himself that the learning of many contents presented little resulted satisfactory, that is, in the evaluation, the pupils memorized the content or reproduced of form mechanics the movements. Thus, the necessity appeared to deepen this quarrel by means of the joint, in the lessons of Physical Education, of the content, the methodology and the evaluation to a model of learning that contributes for a pedagogical practical effective, in which the professor can concentrate its efforts in the indispensable elements to a good learning. In this perspective, the model of the Significant Learning of Ausubel, based on psychology, was used as theoretical bedding. However, this model of learning would have to associate the proposals to it of the Physical Education, that is, to interact with the productions of the area, and, thus, to reveal the possibilities of a practical significant learning in the pedagogical one. In this direction, it was necessary to analyze that teach-learning process the professors of Physical Education are providing. For this, it was considered as the professors worked with the previous knowledge of the pupils, with the material of learning and the disposal to learn, that is, as the appropriation of the knowledge in the lessons of Physical Education was happening. The general objective of the research was centered in analyzing practical the pedagogical one of professors of Physical Education who acts with pupils of Average Education, looking for to understand if this action favors the learning significant. The identification of the elements was defined as objective specific - gifts in the scienters of the professors and daily pedagogical practical its - that they propitiate the significant learning. This work was characterized as a qualitative research, with delineation of case study. Two professors of the public net of the State of São Paulo had been citizens of the research, called professor and the teaching B, that lessons in first and the second series of Average Education give, respectively; as well as the pupils of these series, in a total of 20 pupils, corresponding to the half of the total of pupils of each series. For the collection of data he opted himself to the interview with the professors and the pupils by means of semistructuralized scripts, comments of lessons and documentary analysis (proposal pedagogical used by the professors). From ownership of the data, it was proceeded the analyses. On the basis of the theoretical referencial of the research and in the reading of the collected data had emerged categories that had allowed to analyze the process of teach-learning of the Physical Education and the possibilities to unchain the significant learning, what it disclosed to the necessity of practical changes and improvement of the pedagogical ones of the professors. Finally, one expects that this research contributes for one better understanding of the teach-learning process and favors practical the pedagogical one of the professor of Physical Education in the search of a significant learning. / Durante a prática pedagógica verificou-se que a aprendizagem de muitos conteúdos apresentava resultados pouco satisfatórios, isto é, na avaliação, os alunos memorizavam o conteúdo ou reproduziam de forma mecânica os movimentos. Assim, surgiu a necessidade de aprofundar essa discussão por meio da articulação, nas aulas de Educação Física, do conteúdo, da metodologia e da avaliação a um modelo de aprendizagem que contribua para uma efetiva prática pedagógica, na qual o professor possa concentrar seus esforços nos elementos indispensáveis a uma boa aprendizagem. Nesta perspectiva, o modelo da Aprendizagem Significativa de Ausubel, baseado na psicologia, foi usado como fundamento teórico. Porém, esse modelo de aprendizagem deveria vincular-se às propostas da Educação Física, isto é, interagir com as produções da área, e, assim, manifestar as possibilidades de uma aprendizagem significativa na prática pedagógica. Nesse sentido, foi necessário analisar que processo de ensino-aprendizagem os professores de Educação Física estão proporcionando. Para isso, foi considerado como os professores trabalhavam com os conhecimentos prévios dos alunos, com o material de aprendizagem e a disposição para aprender, isto é, como estava acontecendo a apropriação do conhecimento nas aulas de Educação Física. O objetivo geral da pesquisa centrou-se em analisar a prática pedagógica de docentes de Educação Física que atuam com alunos do Ensino Médio, procurando compreender se essa ação favorece a aprendizagem significativa. Definiu-se como objetivo específico a identificação dos elementos presentes nas intencionalidades dos docentes e na sua prática pedagógica cotidiana que propiciam a aprendizagem significativa. Este trabalho caracterizou-se como uma pesquisa qualitativa, com delineamento de estudo de caso. Foram sujeitos da pesquisa dois docentes da rede pública do Estado de São Paulo, denominados docente A e docente B, que ministram aulas na primeira e segunda série do Ensino Médio, respectivamente; bem como os alunos dessas séries, num total de 20 alunos, correspondendo à metade do total de alunos de cada série. Para a coleta de dados optou-se pela entrevista com os docentes e com os alunos por meio de roteiros semiestruturados, observações de aulas e análise documental (proposta pedagógica utilizada pelos professores). De posse dos dados, procedeu-se às análises. Com base no referencial teórico da pesquisa e na leitura dos dados coletados emergiram categorias que permitiram analisar o processo de ensino-aprendizagem da Educação Física e as possibilidades de desencadear a aprendizagem significativa, o que revelou a necessidade de mudanças e aprimoramento das práticas pedagógicas dos docentes. Por fim, espera-se que esta pesquisa contribua para uma melhor compreensão do processo de ensino-aprendizagem e favoreça a prática pedagógica do professor de Educação Física na busca de uma aprendizagem significativa.