This thesis is based on studies of the ten-year community-based intervention programme entitled, the Vadstena Osteoporosis Prevention Project (VOPP). The specific aims of the research were to describe the effects of physical activity and training programmes on bone mass and balance performance in adults, to determine whether a fall risk prevention programme could motivate personal actions among the elderly, to ascertain whether the intervention programme could reduce the incidence of forearm and hip fractures. Two studies addressed training programmes for middle-aged and old people. First, VOPP participants who were aged 40–70 years and had low forearm bone mineral density (BMD) values were invited to take part in a one-year weight-bearing training study. Thirty of those individuals were included in the investigation. Additional bone mass measurements were performed at the hip and the lumbar spine, and balance and aerobic capacity were also tested. The training programme was performed twice a week (I). In the second study, healthy persons aged 70–75 years were invited to participate in a balance-training study. Fifteen persons joined an exercise group, and another fifteen were controls. The training programme comprised specific balance exercises and was carried out twice a week for nine weeks (II). The association between forearm BMD values and several lifestyle factors was explored in random samples of the population aged 20–72 years (n=880) in a cross-sectional study (III). Another study explored the association between calcaneal stiffness, forearm BMD, and lifestyle factors amongst participants aged 20–79 years (n=956) at the final registration of the VOPP (V). Effects of the VOPP interventions directed at environmental risk factors for falls and the promotion of physical activity were examined in people aged ≥ 65 years (IV). The incidence of forearm and hip fractures was studied amongst middle-aged and elderly individuals in the intervention and the control communities during the study period 1987–2001 (VI). The exercise group (n=15) in the weight-bearing training study showed increases in BMD at the greater trochanter (p<0.01), one-leg stance balance with the eyes closed and coordination tests (p<0.05), and aerobic capacity (p<0.05). No significant difference was found when the groups were compared concerning changes in the different tests during the intervention period (I). In the balance-training study, the exercise group showed post-training improvement in the following tests: standing on the right leg with eyes closed (p<0.01), standing on the right leg (p<0.01) and on the left leg (p<0.05) while turning the head, and walking 30 metres (p<0.01). There were significant differences between the groups in these tests when changes were compared at the post-intervention test (II). Age (p<0.0001) and body mass index (p≤.0001) were associated with forearm BMD in both sexes. Reported moderate physical activity levels in men were positively associated with forearm BMD (p<0.05) (III). In both sexes, reported moderate (p<0.05) and high (women p<0.05 and men p<0.001) physical activity levels were positively associated with calcaneal stiffness. The correlation coefficient between forearm BMD and calcaneal stiffness was 0.58 in women and 0.34 in men (V). Persons aged ≥ 65 years at the follow-up in 1994 reported more use of shoe/cane spikes and moderate physical activity levels compared to controls (IV). There was no change in the general incidence of forearm and hip fractures between the communities for the study period. However, there was a tendency towards decreasing incidence of forearm and trochanteric hip fracture in both sexes during the late intervention period in the intervention community (VI). A community-based intervention programme aimed at reducing the incidence of osteoporotic fractures must be regarded as a long-term project and should preferably be monitored over an extended post-intervention period. / On the day of the public defence the statuses of articles IV and V were Submitted and VI was Manuscript

The purpose of this study was to examine the attitudes and knowledge of elementary school teachers related to nutrition and physical activity. The information will be used to develop, implement, and evaluate the school-based component of a program entitled "Operation Wellness" in Wells County, Indiana. The primary focus of this study was to determine if teachers needed further training in nutrition and physical fitness concepts and to assess their value of the inclusion of nutrition education and physical activity into their curriculum.A 58-question web-based Teachers' Physical Activity and Nutrition (TPAN) survey was adapted from an instrument created by the Montana Department of Health. The web-link for the survey was forwarded by the principals of the four elementary schools in Wells County to all 100 elementary teachers employed in the county's public schools. Sixty-four of the 100 teachers (64% response rate) responded. The number of years teaching experience ranged from 1 to 37 years. Slightly more than three-quarters (77.6%; n=42) of the teachers reported including nutrition in their curriculum; of these, 83% reported including less than 10 hours per year . Over one-third of the respondents (38%) thought they could teach nutrition, yet only 12% thought they could teach physical fitness, without any additional training. Most teachers wanted ideas to integrate nutrition (75.5%) and PE (93%) into their classroom curriculum. Over half (56%) of the teachers reported having had some type of formal nutrition training. There was no difference in the hours of nutrition education included in the curriculum by those with formal training. The majority of teachers surveyed indicated a 2-hour in-service for nutrition education and physical activity education would be the most desirable option for additional training. Findings from this study can be generalized to communities with similar demographic information to determine the potential needs of the educators. / Department of Family and Consumer Sciences

Orientador: Fernanda Moreto Impolcetto / Banca: Osmar Moreira de Souza Júnior / Banca: Bernadete Aparecida Caprioglio de Castro / Resumo: As reflexões relacionadas às relações étnico-raciais na Educação de modo geral, e em particular na Educação Física escolar ainda não avançaram a ponto de serem tematizadas junto aos conteúdos disciplinares. Inclusive, em 2003 foi aprovada uma lei que introduz a obrigatoriedade de correlações étnico-raciais nos currículos escolares brasileiros. Entende-se que a Educação Física deve proporcionar aos alunos vivências e compreensões da cultura corporal de modo que sejam significativas para a vida cotidiana. Considerando que os estudantes que estão atualmente nas escolas são nativos digitais e que a tecnologia faz parte de sua realidade, utilizá-la de forma pedagógica nas aulas pode auxiliar no processo de ensino e aprendizagem, rompendo a visão de Educação Física tradicional, no diálogo crítico entre os conteúdos e as mídias, na transposição das atividades para a vida, entre outros aspectos. Deste modo, o objetivo da presente pesquisa foi elaborar uma unidade didática a partir do conteúdo do currículo do Estado de São Paulo para o Ensino Médio, utilizando as TIC para problematizar as relações étnico-raciais. Além disso, implementar e avaliar as percepções do professor e dos alunos sobre o trabalho desenvolvido. O percurso metodológico foi de natureza qualitativa, desenvolvido por meio de quatro etapas: 1) análise documental do currículo do Estado de São Paulo; 2) observação, grupo focal com os alunos e entrevista semiestruturada com o professor; 3) elaboração e implementação da unidade didática e 4) avaliação da unidade didática implementada. Os dados obtidos nas coletas de dados foram transcritos, revistos e classificados a partir da análise de conteúdo. Os resultados foram agrupados em três categorias principais: Relevância do tema; ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The reflections related to ethnic-racial relations in Education in general, and in particular in the Physical Education school have not yet advanced to the point of being themed next to the disciplinary contents. In addition, a law was introduced in 2003 that introduces the obligatory ethno-racial correlations in Brazilian school curricula. It is understood that Physical Education should provide students with experiences and understandings of body culture so that they are meaningful for everyday life. Considering that the students who are currently in the schools are digital natives and that the technology is part of their reality, to use it in a pedagogical way in the classes can aid in the process of teaching and learning, breaking the traditional Physical Education vision, in the critical dialogue Between the contents and the media, in the transposition of activities for life, among other aspects. Thus, the objective of the present research was to elaborate a didactic unit from the content of the State of São Paulo curriculum for High School, using ICT to problematize ethnic-racial relations. In addition, implement and evaluate the perceptions of the teacher and students about the work developed. The methodological course was qualitative, developed through four stages: 1) documentary analysis of the curriculum of the State of São Paulo; 2) observation, focus group with students and semi-structured interview with teacher; 3) preparation and implementation of the didactic unit and 4) evaluation of the didactic unit implemented. The data obtained in the data collections were transcribed, reviewed and classified from the content analysis. The results were grouped into three main categories: Relevance of the theme; Racial Prejudice and The Use of ICT. Regarding the "relevance of the subject" it was found that both the teacher and the students before and after the interventions ... (Complete abstract click electronic access below) / Mestre

Orientador: Suraya Cristina Darido / Banca: Valter Bracht / Banca: Fernando Jaime González / Resumo: Embora amparada por leis que garantem a sua obrigatoriedade, a Educação Física no Ensino Médio carece de análises sobre os conteúdos que correspondem ao processo de ensino e aprendizagem, fato evidenciado pelo caráter de reprodução das aulas oriundas do Ensino Fundamental. Em linhas gerais, repete-se no Ensino Médio os mesmos conteúdos ligados a alguns esportes coletivos. As lutas, que são manifestações que integram a cultura corporal, tradicionalmente não fazem parte da prática pedagógica da Educação Física, sendo elencadas pelos professores como um dos conteúdos mais difíceis de serem ensinados. Faltam também estudos sobre livros didáticos para este componente curricular neste nível de ensino, sobretudo no que tange uma concepção de construção coletiva destes materiais. Ou seja, é importante analisar o papel do livro didático nas aulas de Educação Física no Ensino Médio, tendo como temática as lutas, considerando os professores que estão intervindo na prática pedagógica também como agentes da construção destes materiais, visando a ampliação dos conteúdos ensinados. Nesse estudo, objetivou-se, por meio de uma pesquisa-ação, avaliar o processo de construção coletiva de um livro didático com professores de escolas públicas estaduais de uma cidade de médio porte do interior do estado de São Paulo para o ensino do conteúdo das lutas nas aulas de Educação Física no Ensino Médio, considerando também as sugestões de cinco especialistas em luta no Ensino Superior, bem como a literatura acadêmica da área. Além disso, avaliou-se a implementação de partes do material junto a dois professores participantes de seu processo de elaboração. Os resultados foram submetidos a uma análise de conteúdo, divididos e categorizados em duas etapas: entrevistas com os especialistas e a pesquisa-ação. Sobre as entrevistas... (Resumo completo, clicar acesso eletrônic / Abstract: Although Physical Education in High School is backed by laws that guarantee its obligation, this discipline lacks of analysis corresponding to the teaching and learning process, fact that can be evidenced by the character of reproduction of classes derived from Elementary School. In general, the teaching process of Physical Education in High School is a repetition of the same contents related to some team sports. Contents such as fights, which are manifestations that belong to body culture, traditionally do not use to be part of the pedagogical practice of Physical Education classes, being listed by the teachers as one of the most difficult contents to be taught. There is also a miss of studies about textbooks for this curricular component at this level of education, especially regarding a conception of collective construction of these materials. That is, it is important to study the role of textbooks in Physical Education classes in High School, taking the fights as a theme, considering the teachers that are intervening in the pedagogical practice also as agents of the construction of these materials, aiming the expand the contents to be taught. In this study, through an action-research, the objective was to evaluate the collective construction process of a textbook aimed to teach the content of fights in Physical Education classes in High School in a participatory approach with teachers from state public schools in a midsize city in São Paulo State, considering also some suggestions of five experts in fights in Higher Education, as well as the academic literature in the area. Furthermore, we evaluated the implementation of parts of the material with two teachers that participated in the development process. The results were submitted to a content analysis, divided and categorized in two stages: interviews with experts and the actionresearch... (Complete abstract click electronic access below) / Mestre

Orientador: Suraya Cristina Darido / Banca: Sara Quenzer Matthiesen / Banca: Silvia Aparecida de Sousa Fernandes / Banca: Laurinda Ramalho de Almeida / Banca: Greice Kelly de Oliveira / Resumo: A organização dos conteúdos e o seu papel nos currículos são temas recentes e polêmicos na Educação Física escolar e têm aparecido frequentemente nas discussões e estudos da área, especialmente a partir da publicação das propostas curriculares apresentadas por diversos Estados da Federação, como São Paulo, Rio Grande do Sul, Minas Gerais, Rio de Janeiro, entre outros. Este estudo objetivou analisar como os professores de Educação Física do Ensino Fundamental - ciclo II e Ensino Médio, interpretam, avaliam e implementam os conteúdos apresentados nos Cadernos do Professor do Currículo do Estado de São Paulo. A abordagem metodológica foi de natureza qualitativa e a coleta dos dados envolveu a análise dos documentos que sustentam os Cadernos do Professor do Currículo de São Paulo na disciplina de Educação Física, e pesquisa de campo, por meio de entrevistas semiestruturadas e observações de aulas dos professores. As entrevistas foram realizadas com sete professores de Educação Física lecionando ao menos em uma turma do Ensino Fundamental (ciclo II) ou Ensino Médio, na rede pública da SEE-SP, na cidade de São Paulo, que declararam conhecer os conteúdos apresentados nos Cadernos do Professor e aceitaram participar da pesquisa. Dois desses professores foram observados em sua prática pedagógica. Os dados foram discutidos com base na análise de conteúdos. Os resultados apontaram que geralmente os professores desconhecem a concepção de ensino e os conceitos inerentes aos conteúdos apresentados nos Cadernos do Professor, reconhecendo melhor a ampliação que o aprofundamento destes. Os professores são favoráveis à organização dos conteúdos apresentada nos Cadernos do Professor, mas os avaliam em medidas bastante diferentes, dependendo principalmente de como compreendem a concepção de ensino e os conceitos inerentes a ele. Os professores que implementam os conteúdos de forma mais coerente com os... / Abstract: Contents organization and its role in the curriculum are recent and polemical subjects in the elementary school and high school physical education and it has been an usual discussion, notably from nowadays curriculum proposals presented by states of federation as São Paulo, Rio Grande do Sul, Minas Gerais, Santa Catarina, among others. The objective of this research was to describe and analyze how teachers interpret, evaluate and implement the contents provided in the Teacher‟s Handout. The methodological approach was of qualitative nature and the data collection involved the review of documents that support the Curriculum of São Paulo Teacher‟s Handout, Physical Education and field research, by means of semi-structured interviews and observation of teacher‟s classes. The interviews were done with seven Physical Education teachers teaching in at least one class of elementary school (cycle II) or high school of the SEE-SP public system, in the city of São Paulo, they declare that they know the contents provided in the Teacher‟s Handout and formally agreed to participate in the research. Two of them had been observed in their pedagogical practice. The data were discussed based on contents analysis. The results show that usually teachers ignore the conception of teaching and the inherent content concepts provided in the Teacher‟s Handout, recognizing better the amplification then its deepening. Teachers are favorable to the contents organization provided in the Teacher‟s Handout, but evaluate them in quite different measures, depending on mainly how they understand the teaching conception and its inherent concept. Teachers who implemented contents more coherently in relationship with the Curriculum of São Paulo proposals were the ones who had shown better capacity of interpret and evaluate the Teacher‟s Handout contents. Highlighting the knowledge of teaching conception as a fundamental element to the proper development of... / Doutor

Orientador: Roberto Tadeu Iaochite / Banca: Samuel de Souza Neto / Banca: Lilian Aparecida Ferreira / Resumo: A presente pesquisa trata da temática do currículo e tem como foco o professor de Educação Física das séries iniciais do ensino fundamental. O objetivo do trabalho é analisar a compreensão dos professores de Educação Física sobre sua participação no processo em que se configura o currículo, a partir das dimensões do ambiente escolar, de sua formação e do discurso dos mesmos sobre a participação docente no currículo. O estudo tem como referencial teórico a abordagem processual do currículo, a qual aborda a prática pedagógica do professor, as relações entre currículo e contexto, bem como a questão da profissionalização docente. Além disso, na pesquisa, são tratados assuntos relacionados à história do currículo, à formação e ao trabalho docente e à relação entre Educação Física e currículo nas séries iniciais do ensino fundamental. A pesquisa é qualitativa do tipo exploratório, sendo realizada em uma cidade do interior de São Paulo com nove professores de Educação Física. Os instrumentos utilizados são questionários fechados e entrevistas semi-estruturadas. Os dados obtidos são, inicialmente, apresentados e divididos em três categorias, as quais, em seguida, são submetidas a um processo de teorização, no qual propomos novas interpretações. As categorias levantadas dizem respeito às dimensões do ambiente escolar e à capacidade de influência das mesmas sobre a participação docente no currículo; à relação entre a formação dos sujeitos e as possibilidades acerca desta participação; e aos elementos encontrados no discurso dos sujeitos sobre a participação docente no currículo, a qual se operacionalizaria através da elaboração coletiva de um modelo de currículo para Educação Física para as séries iniciais do ensino fundamental. A partir destes aspectos, surgem novas possibilidades, as quais estão representadas na proposta de um novo esquema acerca do processo em que se... / Abstract: This research deals with the curriculum themes and focuses on the Physical Education teacher of the initial series of elementary school. The objective is to analyze the understanding of teachers about their participation in the process that configures the curriculum, from dimensions of the school environment, their formation and the speech from teachers about teachers' participation in curriculum. The study's theoretical framework the procedural approach to curriculum, which addresses the teacher's pedagogic practice, the relationship between curriculum and context, as well as the issue of teacher professionalization. Moreover, issues related are addressed to the history the curriculum, formation and teaching work and the relationship between physical education and curriculum in the initial series of elementary school. The research is qualitative and exploratory type, being held in a city in the state of São Paulo with nine teachers of Physical Education. The instruments are closed questionnaires and semi-structured interviews. The data are initially presented and divided into three categories, which then underwent a process of theorizing, in which, from the theoretical evidence, were propose new interpretations. The categories raised relate to the dimensions of the school environment and capacity to influence on teacher's participation in curriculum; the relationship between formation and about the possibilities of such participation; and elements found in the speech of teachers over teacher's participation in curriculum, which become concrete through the collective development of a model curriculum for Physical Education for the initial series of elementary school. From these aspects, new possibilities arise, which are represented in the proposal for a new schema about the process that configures the curriculum. Finally, we defend the need to consider the influence of the dimensions of the school environment and teacher education... / Mestre

Orientadora: Sara Quenzer Matthiesen / Banca: Suraya Cristina Darido / Banca: Dagoberto José Fonseca / Banca: Zelinda dos Santos Barros / Banca: Elisabete dos Santos Freire / Resumo: A publicação da Lei nº 10.639/03 que incluiu o ensino da História e Cultura Afro-Brasileira na Educação Básica trouxe consigo um grande desafio para a Educação Física. Tendo em vista que, por conta da história de seu desenvolvimento, o Atletismo apresenta uma grande potencialidade para o tratamento da História e Cultura Afro-Brasileira, desenvolveu-se, nesta pesquisa, uma proposta de curso de extensão a distância, baseado na Plataforma Moodle, voltado à capacitação de professores de Educação Física. Assim sendo, o objetivo desta tese foi produzir, implementar e avaliar as contribuições deste curso para o ensino da História e Cultura Afro-Brasileira em aulas de Educação Física na Educação Básica e na formação de professores de Educação Física. Para isto, fez-se a opção pela realização de uma pesquisa do tipo qualitativa. Os procedimentos metodológicos ocorreram em duas etapas: revisão bibliográfica e pesquisa de campo, a qual se subdividiu nas seguintes fases: 1 - levantamento de dados bibliográficos necessários para a seleção/elaboração dos materiais didáticos; 2 - elaboração na Plataforma Moodle; 3 - desenvolvimento e 4 - avaliação. Para a avaliação deste processo, além dos registros disponibilizados pela própria Plataforma Moodle, foi elaborado um questionário aberto composto por cinco perguntas, aplicado aos cursistas concluintes. Para tratamento dos dados utilizou-se a técnica de Análise do Conteúdo, por meio da qual as respostas dos cursistas foram categorizadas de acordo com os objetivos da tese. Com base nas seguintes categorias e suas respectivas subcategorias: EAD (positiva, adequada à formação continuada, flexibilidade, interatividade); Plataforma Moodle (boa usabilidade, dificuldades iniciais, aprendizagem colaborativa, aspectos a serem aprimorados); Atletismo e História e ... (Resumo completo clicar link abaixo) / Abstract: The publication of Law 10.639/03, which included the teaching of African-Brazilian History and Culture in primary and secondary education, brought a huge challenge to Physical Education. Taking into consideration that Athletics, because of its history and development, shows an immense capability of approaching African-Brazilian History and Culture, this research has developed a proposal for an extension course in a virtual environment based on Moodle Platform, which could enable Physical Education teachers. Thus, the aim of this thesis was to generate, implement and evaluate the contributions of the proposed course towards the teaching of African-Brazilian History and Culture in primary and secondary schools and Physical Education teachers' education. For this purpose, it has been opted for conducting a qualitative research. The methodological procedures were performed in two stages: bibliographic review and field research, this being subdivided in the following phases: 1- survey of bibliographic data necessary for the selection / preparation of teaching materials; 2- elaboration in the Moodle Platform; 3 - development and 4- evaluation. In order to evaluate this process, besides the records available on Moodle Platform, an open-ended questionnaire has been set up and its five questions were applied to the concluding students. For data handling it was used the Content Analysis technique, through which the answers were categorized according to the objectives of this thesis. Based on the following categories and their respective subcategories: Distance Learning (positive, appropriate to continuing education, flexible, interactivity); Moodle Platform (proper usability, initial difficulties, collaborative learning, aspects to be improved); Athletics and African-Brazilian History and Culture (appropriate subject, non-excluding, ... (Complete abstract click electronic access below) / Doutor

Orientador: Alexandre Janotta Drigo / Banca: João Batista Andreotti Gomes Tojal / Banca: José Luiz Riani Costa / Banca: Yara Maria Carvalho / Banca: Claudio Joaquim Borba Pinheiro / Resumo: A atenção básica à saúde constitui um desafiador espaço de intervenção para o profissional de Educação Física (EF), pois os saberes teóricos e práticos necessários para atuação neste setor ainda não estão consolidados na preparação profissional. A superação do conceito biomédico de saúde e uma efetiva aproximação com os serviços de saúde da atenção primária constituem pontos chaves para avanços na formação profissional. Assim, as graduações em EF têm procurado adequar seus currículos com o intuito de formar profissionais capacitados a atender as novas e crescentes demandas do campo da saúde, o que inclui o âmbito da saúde coletiva. Neste contexto, graduações em EF com ênfase de formação para o setor saúde têm sido criadas. Assim, pergunta-se: quais são os avanços obtidos com estas novas propostas de formação profissional? Motivada por este questionamento, a presente pesquisa buscou compreender a preparação profissional para atuação na saúde coletiva de duas graduações de EF, com ênfase de formação para a área da saúde, de uma renomada Universidade brasileira. Em específico, analisou-se: o conceito de saúde subjacente á formação profissional; o papel atribuído ao profissional de EF no campo da saúde; a aproximação com o campo de trabalho da saúde; e a configuração da base de conhecimento curricular. Apoiado em uma abordagem qualitativa, os dados, oriundos de documentos e entrevistas realizadas com docentes, foram examinados a luz da Análise de Conteúdo Temática de Bardin (2009) e do modelo teórico de Kirk et al. (1977) sobre a Base de Conhecimento Curricular. Constatou-se que o conceito de saúde biomédico ainda está implícito nos currículos, fundamentando ações estritamente prescritivas, norteada por aspectos predominantemente biológicos e com foco na doença. Porém, também observou-se elementos... / Abstract: The primary health care is a defiant field of intervention to the Physical Education (PE) professional, since practical and theoretical knowledge, required to perform at this environment, are not consolidated on his professional preparation. The overcoming of biomedical concept of health and an effective approaching with services from primary health care are key points to improve that training. Thereby, the undergraduate courses on PE have been trying to align their curriculums to form capable professionals to work in accordance to new and crescent demands from health labor market, which includes the scope of public health. Thus, undergraduate courses on PE, with emphasis of training to health area, have been created. Therefore, a question arises: What are the progresses obtained from these new curriculums on PE? So, the present research aimed understanding the professional training to work at public health of two undergraduate courses on PE, with emphasis of training to health area, from a renowned Brazilian University. Particularly, the study analyzed: the subjacent health concept in professional training; the role given to the PE professional in health field; the approaching with labor camp of health; and, the configuration of the knowledge base of the curriculums. Based on qualitative approaching, data from documents and interviews, which were conducted to lectures, were analyzed by Bardin's Content Analysis Method, and by theoretical model of Kirk et al (1997) regarding to Knowledge Base of curriculum. The results showed that the biomedical concept of health still is implicit in the curriculums, which bases prescriptive actions, predominantly grounded by biological aspects with focus to illness. However, elements that suggest an overcoming of this model were also observed, such as the understanding of health as result of overall life conditions, what involves both... / Doutor

Orientador: Suraya Cristina Darido da Cunha / Banca: Fernanda Moreto Impolcetto / Banca: Maria Eleni Henrique da Silva / Banca: Heraldo Simões Ferreira / Banca: Eduardo Vinícius Mota e Silva / Resumo: A Educação Física escolar pode ser demarcada, historiograficamente, por dois grandes momentos, partindo do ponto de vista da articulação entre teoria e a prática do ensino. Um primeiro momento, que foi configurado com o predomínio do "fazer pelo fazer", e um segundo momento, que já questionava essa "prática pela prática". O objetivo geral do estudo foi analisar a influência de um trabalho colaborativo entre os professores de Educação Física escolar, auxiliado pelo uso das TIC, com o intuito de elaborar situações de ensino e aprendizagens que relacionem a teoria e a prática do ensino. Os procedimentos metodológicos utilizados se fundamentaram na pesquisa qualitativo-colaborativa. O cenário do estudo foi, inicialmente, os municípios de Caucaia - CE e o município de Maracanaú - CE. Os colaboradores do estudo foram professores da rede estadual de ensino do Ceará e docentes da rede municipal de ensino de Maracanaú. A pesquisa foi dividida em três etapas distintas: etapa 1 - questionário diagnóstico com 31 professores, sendo 16 da rede estadual de ensino de Caucaia e 15 da rede municipal de ensino de Maracanaú, para compreender como vinham sendo mobilizados os conteúdos e sua relação entre a teoria e a prática; etapa 2 - implementação de um curso de formação colaborativa de cinco meses, com o intuito de construir situações de aprendizagens que articulam a teoria e a prática, com participação de 33 professores; etapa 3 - avaliação de todo o percurso formativo. Os dados coletados, por meio dos questionários e entrevistas, diários de campo dos encontros na formação, material produzido via Facebook e observação das aulas, identificaram que a formação continuada de caráter colaborativo conseguiu promover várias unidades didáticas que articulavam a teoria com a prática do ensino da ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The School Physical Education can be demarcated historiographically by two great moments starting from the point of view of the articulation between theory and the practice of the teaching. A first moment that was configured with the predominance of "to do by doing" and a second moment that already questioned this "practice by practice". The general objective of the study was to analyze the influence of a collaborative work among the teachers of Physical Education, assisted by the use of ICT, with the purpose of elaborating teaching situations and learning that relate the theory and practice of teaching. The methodological procedures used are based on collaborative qualitative research. The study scenario was initially the municipalities of Caucaia-CE and the municipality of Maracanaú-CE and later only the municipality of Maracanaú. The study collaborators are teachers of the state education network of Ceará and teachers of the municipal school network of Maracanaú. The research was divided into three distinct stages: stage 1 - a diagnostic questionnaire with 31 teachers, 16 from the Caucaia state education network and 15 from the Maracanaú municipal education network, to understand how the content was mobilized and its relation between the Theory and practice; stage 2 - implementation of a five-month collaborative training course with the purpose of building learning situations that articulate theory and practice, with participation 33 teachers; stage 3 - evaluation of the entire training course. The data collected through questionnaires and interviews, field diaries of training meetings, material produced via Facebook and observation of the classes identified that the continuous formation of collaborative character was able to promote several didactic units that articulated the theory with the practice of teaching of Education Physics and ... (Complete abstract click electronic access below) / Doutor

Made available in DSpace on 2015-04-09T12:28:12Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-05-12Bitstream added on 2015-04-09T12:48:00Z : No. of bitstreams: 1 000807159.pdf: 759644 bytes, checksum: 34910f922c08c35d0cc9f120fa3f8c63 (MD5) / A presente pesquisa trata da temática do currículo e tem como foco o professor de Educação Física das séries iniciais do ensino fundamental. O objetivo do trabalho é analisar a compreensão dos professores de Educação Física sobre sua participação no processo em que se configura o currículo, a partir das dimensões do ambiente escolar, de sua formação e do discurso dos mesmos sobre a participação docente no currículo. O estudo tem como referencial teórico a abordagem processual do currículo, a qual aborda a prática pedagógica do professor, as relações entre currículo e contexto, bem como a questão da profissionalização docente. Além disso, na pesquisa, são tratados assuntos relacionados à história do currículo, à formação e ao trabalho docente e à relação entre Educação Física e currículo nas séries iniciais do ensino fundamental. A pesquisa é qualitativa do tipo exploratório, sendo realizada em uma cidade do interior de São Paulo com nove professores de Educação Física. Os instrumentos utilizados são questionários fechados e entrevistas semi-estruturadas. Os dados obtidos são, inicialmente, apresentados e divididos em três categorias, as quais, em seguida, são submetidas a um processo de teorização, no qual propomos novas interpretações. As categorias levantadas dizem respeito às dimensões do ambiente escolar e à capacidade de influência das mesmas sobre a participação docente no currículo; à relação entre a formação dos sujeitos e as possibilidades acerca desta participação; e aos elementos encontrados no discurso dos sujeitos sobre a participação docente no currículo, a qual se operacionalizaria através da elaboração coletiva de um modelo de currículo para Educação Física para as séries iniciais do ensino fundamental. A partir destes aspectos, surgem novas possibilidades, as quais estão representadas na proposta de um novo esquema acerca do processo em que se... / This research deals with the curriculum themes and focuses on the Physical Education teacher of the initial series of elementary school. The objective is to analyze the understanding of teachers about their participation in the process that configures the curriculum, from dimensions of the school environment, their formation and the speech from teachers about teachers’ participation in curriculum. The study's theoretical framework the procedural approach to curriculum, which addresses the teacher's pedagogic practice, the relationship between curriculum and context, as well as the issue of teacher professionalization. Moreover, issues related are addressed to the history the curriculum, formation and teaching work and the relationship between physical education and curriculum in the initial series of elementary school. The research is qualitative and exploratory type, being held in a city in the state of São Paulo with nine teachers of Physical Education. The instruments are closed questionnaires and semi-structured interviews. The data are initially presented and divided into three categories, which then underwent a process of theorizing, in which, from the theoretical evidence, were propose new interpretations. The categories raised relate to the dimensions of the school environment and capacity to influence on teacher’s participation in curriculum; the relationship between formation and about the possibilities of such participation; and elements found in the speech of teachers over teacher’s participation in curriculum, which become concrete through the collective development of a model curriculum for Physical Education for the initial series of elementary school. From these aspects, new possibilities arise, which are represented in the proposal for a new schema about the process that configures the curriculum. Finally, we defend the need to consider the influence of the dimensions of the school environment and teacher education...