Navegando por Autor "Lira, Maria Helena Câmara"

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A Coeducação também dança: reflexões para a Educação física escolar
(2018) Vasconcelos, Rayssa Hellena Almeida de; Lira, Maria Helena Câmara; http://lattes.cnpq.br/1315487815493191; http://lattes.cnpq.br/5183275366156518
This research seeks to analyze the possibilities of working the dance/education from coeducational principles, seeing dance as content of School Physical Education classes, form of expression, art, science, psychomotricity and body culture. Through a bibliographical research we were able to unveil the details of the coeducation theory studied by Daniela Auad (2003, 2003b, 2004b, 2005, 2006, 2010, 2015, 2016) and the methodology of dance education, developed by several authors such as Laban (1978, 1990), Marques (1999, 2010, 2011) and Nanni (1998, 2002), finding approximations and distances that showed possibilities of union. Finally, we report the experience of extension projects based at the Federal Rural University of Pernambuco, during 2015 and 2016, where dance and gender relations worked in a single propositional rhythm, that of dance/coeducation.
Diálogos sobre yoga e Educação Física escolar: o que dizem as publicações acadêmicas dos últimos 10 anos
(2022-05-25) Barros, Andreza Kamylla Pena; Lira, Maria Helena Câmara; http://lattes.cnpq.br/1315487815493191; http://lattes.cnpq.br/6180706921701558
The advance of the National Policy on Complementary Integrative Practices (PNPIC) integrated to the Unified Health Service (SUS) made it possible to implement Alternative Body Practices (PCas) in the field of collective health, thus opening space for the practice of Yoga both in institutions such as SUS, as well as in Integrated Health Centers (CIS) and Community Peace Center (Compaz). It is through this transformation that many schools have been adhering to these practices in their curricula. Yoga aims at the integral development of the human personality, through liberation exercises supported by a unique philosophy, capable of developing physical, emotional, mental and spiritual aspects. A complementary practice that has contributed significantly to the management of emotions, Yoga can be the key to efficiently contribute to the education of children, young people and adults within the school. In this sense, the present study aims to map studies that link the practice of Yoga within Physical Education classes at school, between 2012 and 2022, carrying out a bibliographic review and document analysis in search of Yoga concepts, identifying and analyzing the approximations and epistemological distances present in these publications, as well as studying the arguments used to defend this practice within school Physical Education. We identified that, after applying selection criteria, the articles studied present Yoga as a relaxation practice that promotes physical and mental well-being, however, following argumentative paths that still lack pedagogical and philosophical concepts of paramount importance for the school. and for the practice of Yoga itself.
Educação física escolar e dança: um estudo sobre os trabalhos publicados no CONBRACE
(2023-05-03) Souza, Estefane Ryana Fernandes; Lira, Maria Helena Câmara; http://lattes.cnpq.br/1315487815493191; http://lattes.cnpq.br/1315487815493191
Dance is a knowledge that transits in school spontaneously, but also systematically within curricular components such as Physical Education. The challenges to approach dance within a curriculum proposal are countless. Given this, what has been studied and published about dance and school in academic-scientific events of Physical Education? This monograph makes a literature review of texts published in the Brazilian Congress of Sports Sciences (CONBRACE), on dance in School Physical Education, from 2017 to 2021, analyzing the problematizations that accompany the teaching and learning of dance in school. The results show that different regions of the country are interested in this knowledge in different ways, from the dance modalities addressed to the problematizations and thematizations carried out from this cultural expression. The analyzed studies also demonstrate the sensitivity of the subject in adverse situations, such as the pandemic, and the pedagogical challenges that surround dance at school. We conclude, among other issues, how much dance is necessary to broaden a perspective of integral education and to break cultural prejudices at school and within Brazilian society.
Educação física escolar na educação do campo: a trajetória do tema “Escola do campo” no CONBRACE/CBCE (2009 a 2023)
(2025-03-13) Fernandes, Danielle Cristina Lima; Lira, Maria Helena Câmara; http://lattes.cnpq.br/1315487815493191
A Educação do Campo tem sua “identidade definida pela sua vinculação às questões inerentes à sua realidade, ancorando-se na temporalidade e saberes próprios dos estudantes, na memória coletiva que sinaliza futuros” (Brasil, 2002). E a Educação Física, enquanto componente curricular obrigatório na escola, tem um papel fundamental na valorização e problematização de temas relacionados à realidade e ao desenvolvimento do conhecimento construído ao longo dos anos. Considerando esses assuntos, por meio de uma revisão bibliográfica e análise documental, buscou-se discutir o que se pesquisa sobre a educação do campo na área da Educação Física, considerando os anais do Congresso Brasileiro de Ciências do Esporte (CBCE). Para isso se faz necessário compreender as expressões Campo e Rural, por dentro do debate educacional; identificar e analisar as publicações do CONBRACE, do Grupo de Trabalho Temático (GTT) Escola, destacando os tipos de produção, as problemáticas abordadas e as conexões com o contexto do campo. Ao total, foram encontradas 31 publicações utilizando esses descritores, entretanto, nem todas as produções tratam de Educação do Campo, destas produções apenas 8 abordam, de fato, o assunto de interesse desta pesquisa. Os estudos identificados foram avaliados quanto à sua profundidade e conexão com a Educação do Campo, possibilitando a sua categorização em três níveis: (1) Tipo de produção, (2) Temática/ Problemática; (3) Relação com o campo: Superficial, Contextual e Conexão. Por fim, a partir dessas análises, pode-se perceber que, embora a educação do campo tenha sido um tema central em algumas produções, ela ainda perpassa apenas como contexto, além disso, a pesquisa demonstrou que ainda há pouco interesse de pesquisa sobre este assunto entre as produções do CONBRACE. Logo, ainda há desafios em explorar as suas dimensões de forma aprofundada no contexto da Educação Física e gerar contribuições para o melhoramento da realidade da Escola do Campo.
Educação Física no Novo Ensino Médio: uma análise sobre as publicações do CONBRACE 2019 e 2021
(2022-10-10) Xavier, Rebeca Lucia; Lira, Maria Helena Câmara; http://lattes.cnpq.br/1315487815493191; http://lattes.cnpq.br/7036079624341930
Physical Education has as knowledge areaffe the body culture (game, sport, gymnastics, dance and fight). The pedagogical treatment of this knowledge at school is of great importance for human formation. During its trajectory as a curricular component, Physical Education assumed discourses that permeate hygienism, militarism, and sports performance. From the 1980s onwards, it began to look more progressive due to the social and historical moment of re-democratization that the country was going through. In this context, academic contributions began in the area. Currently, despite the enrichment concerning its role and the foundation of its pedagogical practices, School Physical Education has its legitimacy and autonomy in the school curriculum questioned. Its field of action is still conflicting regarding its pedagogical and ideological nature. High school is an important stage in which students complete their trajectory in basic education. This step is the subject of great discussions, a stage of constant changes, and the dichotomy between propaedeutic education and professional technical education. High school recently underwent a new restructuring through the High School Reform, and the Physical Education curricular component underwent significant changes. According to the points we have exposed so far, we defined the general objective of this study to analyze the debate held in the CONBRACE publications (2019 and 2021) that deal with School Physical Education through bibliographic research. We identified in the publications that there are consensuses regarding concerns about the configuration of the Physical Education curriculum component in the High School Reform.
Educação física, relações de gênero e educação: uma análise sobre as pesquisas presentes nos anais do Congresso Brasileiro de Ciências do Esporte (CONBRACE)
(2021-11-11) Messias, Geiliane Rebeca; Lira, Maria Helena Câmara; http://lattes.cnpq.br/1315487815493191; http://lattes.cnpq.br/2902371218049291
This study aims to analyze the scientific production published in the annals of CONBRACE that address the issue of gender relations and school physical education, in order to identify and analyze the main categories used, their epistemological bases and which propositions fit Physical Education in the educational scope. For this we have the information that was presented of CBCE, the importance in the sports and educational scope, as well as its Thematic Working Groups (GTT), with a focus on GTT 07 - Gender. Following, there is a presentation of CONBRACE, with a greater focus in the 2015, 2017, and 2019 editions that covered the theme of gender officially as an area of study of the CBCE. Therefore, from these editions, a survey was done and carried out all of the works presented with the theme of gender, thus making a content analysis of what is on the agenda about the theme within the Congress. It was possible to note throughout the research that most of the articles researched dealt with gender relations and physical education outside of school, highlighting the need for research in schools physical education. In addition, we seek to fulfill the objectives of identifying proposals for Physical Education in this area, in order to meet social needs.
A história do futebol pernambucano e possíveis diálogos com a educação física escolar
(2019-01-18) Silva, André Felipe Rodrigues da; Lira, Maria Helena Câmara; http://lattes.cnpq.br/1315487815493191; http://lattes.cnpq.br/8591436518208684
The monograph on the agenda deals with theproblematization of historical elements about football inPernambuco and the way that knowledge can be in school, through physical education classes. For the realization of thisresearch, we studied books that address the history offootball from a global perspective until we reach morespecific elements of Pernambuco analyzing characters,curiosities described in the literature and events that createdmemory For this social practice in the cited state. Therefore,the methodology used was the bibliographic review, mainlywith works such as: History of football in Pernambuco,Givanildo Alves (1978), Charles Miller, the father of Brazilianfootball, John Mills (2005), the True history of footballBrazilian, by Loris Beane Cunha (1993) and the book GameVision: Early football in Brazil by José Moraes dos SantosNeto (2002), Ball on foot; The incredible history of football,by Luisa Massarani and Marcos Abrucio (2004). After thestudy of these authors, we performed an essay of didactictexts to serve as inspiration in school physical educationclasses. We conclude that much of what the literaturepresents about football can be translated into the schoolroutine attributing even more meaning to this sport sopopular. Football, within the sport as a curricular knowledgeof physical education, should be one more way tounderstand the connections between what mankind hasproduced about body culture and how we can tread newpaths.
Relações de gênero na identidade docente: um estudo a partir de professoras e professores de educação física
(2019-01-18) Silva, Beatriz Moura da; Lira, Maria Helena Câmara; http://lattes.cnpq.br/1315487815493191; http://lattes.cnpq.br/2445258591614943
It was with the physical education identity crisis in the 1980s that scholars in the area promoted changes in the perspective on which this curricular component was presented in school. Considering that research in the field of Physical Education, both as a social practice and as a pedagogical practice, are increasingly connected to studies of intersectionality and studies of feminist epistemology, this field of research has contributed to the attribution of meaning and meaning to the knowledge of body culture and their possible dialogues with the school. Therefore, as a general objective, this research proposes to analyze the gender relations in the teaching identity of teachers and teachers of Physical Education. Methodologically, this study analyzed the theme in the light of the qualitative method, from the application of a questionnaire with teachers graduated in the Degree in Physical Education of the Federal Rural University of Pernambuco. Parts of the data are systematized in the form of graphs, but transcriptions of the questionnaires are also presented. The results of the research indicate that there is a male hegemony in Physical Education; that there are certain influences of the gender of the teacher in their relationship with the student; the predominance of Physical Education content and their links with the gender issue. Therefore, the need to give visibility to the gender issues within the school and in the formation of teachers and teachers is defended; the constant teacher interference in cases involving gender discrimination, as this may change the behavior of students; within the possibilities of the School Physical Education for the defense of the equality if it has the concept elaborated by Daniela Auad of coeducation, this, because, here, a respect is respected to the diversity within the human relations. In addition, this research has no other position than the opposite of any social policy or action that would disregard the need to work systematically and pedagogically on social markers such as gender, race, sexuality, physical and intellectual abilities, and religiosities within the school.