Navegando por Autor "Paiva, Andréa Carla de"

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A produção do conhecimento em educação física escolar: contribuições do PROEF da Universidade de Pernambuco
(2025-03-14) Souza, Mariana Vieira Alexandre de; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/4301212437632660
A temática sobre a produção do conhecimento no mestrado profissional de Educação Física associada com as concepções de Educação Escolar e Educação Física Escolar presentes nos estudos, chamam a nossa atenção para analisar e apontar se estão alinhadas numa perspectiva crítica. O presente estudo teve como objetivo geral analisar as contribuições da produção do conhecimento do Programa de Mestrado Profissional em Rede Nacional – Universidade de Pernambuco. Por se tratar de um mestrado profissional, o público-alvo são professores de Educação Física, servidores da Rede Pública de Ensino. Compreende-se que a prática pedagógica do professor é orientada por meio de bases teóricas, para tanto, é possível identificar na prática de ensino quais as teorias e abordagens pedagógicas no âmbito da Educação Física que permeiam o processo de ensino-aprendizagem. Trata-se, portanto, de uma pesquisa de natureza qualitativa, do tipo documental. A fonte documental da pesquisa foram as dissertações de mestrado, da 1ª turma do Mestrado Profissional em Educação Física da Universidade de Pernambuco, publicadas em 2020. Para o tratamento dos dados recorremos à análise de conteúdo do tipo categorial por temáticas. Evidencia-se que a maioria dos alunos têm orientado sua prática educacional com as bases teóricas. Sobre a Concepção de Educação Física Escolar, observamos que o Coletivo de Autores estava presente em 07(sete) das 09(nove) dissertações. Podemos assim inferir que a maior parte dessas dissertações estão construídas sobre referências críticas do conhecimento. Contudo, ressaltamos a necessidade de mais estudos, com ampliação na análise em outros estados e regiões do Brasil.
A sistematização do atletismo nas aulas de educação física: uma experiência no Programa Residência Pedagógica
(2025-08-07) Mata, Maria Aparecida de Sousa; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/7029635462414733
Este trabalho traz como objeto de pesquisa, o ensino do atletismo na escola, problematizando sua pouca expressividade e a necessidade social de ser abordado como conteúdo nas aulas de educação física. Desse modo, tem como objetivo compreender a sistematização do conhecimento sobre o atletismo nas aulas de educação física no ensino médio, buscando identificar o conhecimento do atletismo nas aulas de educação física e reconhecendo sua relevância como conteúdo na disciplina de Educação Física, considerando a experiência no Programa Residência Pedagógica. Para tanto, utilizamo-nos de uma abordagem qualitativa de pesquisa, especificamente da pesquisa-ação, por permitir que se conheça o ambiente de investigação e sua realidade, com maiores possibilidades de ações mais efetivas. Tivemos como sujeitos participantes, os estudantes e professora preceptora do 1º ano do Ensino Médio da Escola-campo, bem como os residentes do referido programa. As aulas foram desenvolvidas a partir da abordagem crítico-superadora numa unidade didática. O atletismo, como conteúdo de ensino nas aulas de educação física precisa ser abordado aos estudantes, assim como os demais esportes, dada necessidade de ampliação e aprofundamento desses saberes com estudantes no ensino médio. Para isso, o professor de educação física precisa organizar suas aulas, de modo que possibilite saber que, para ensinar na escola, precisamos selecionar o conhecimento, organizá-lo em número de aulas, respeitando o tempo de aprendizagem dos estudantes e o ciclo de aprendizagem em que se encontra, contribuindo de forma significativa para a formação dos estudantes na escola.
A abordagem da temática saúde nas aulas de educação física: uma análise da prática pedagógica no Novo Ensino Médio
(2024-09-16) Elihimas, Maria Eduarda Marcílio; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/7804849569756280
The present research aims to analyze the limits and possibilities in approaching the ealth theme in Physical Education classes in the New High School, characterizing the New High School and its expression in School Physical Education, establishing the relationship between health and Physical Education and identifying the school health knowledge and didactic strategies used to teach Physical Education at school. The school is the environment where knowledge lives, where it is transmitted to students, playing an extremely important role in society. It is worth being aware that it is the school that brings together the day-to-day knowledge of students expressed in society, with scientific knowledge. Analyzing the health - Physical Education relationship, we realize that health knowledge has always been interconnected with the intentions, objectives and specific contents of Physical Education. Therefore, we used qualitative research methodology, linked to a semi-structured interview to collect data and treated through content analysis (Souza Jr). The interview was carried out with a Physical Education teacher who works in the public education system and treats health as a transversal theme in his classes. In this way, we understand that it is possible to address the issue of health in Physical Education classes in the New High School, treating this knowledge as a transversal theme and intertwining it with the specific contents of Physical Education. However, the teacher's training directly influences the way he will do this intertwining.
Abordagens de questões étnico-raciais nas aulas de educação física
(2021-11-30) Araújo, José Wagner de Lima; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/0485749609983259
This work sought to understand the contributions of ethnic-racial relations approaches in Physical Education classes for the anti-racist training of students. The systematization of didactic texts for teaching the game perceives the challenges, the possibilities and understands the importance of providing an affinity with this culture. The research was carried out from the qualitative method, specifically, an action research developed in the discipline of Obligatory Supervised Internship in Physical Education III - Federal Rural University of Pernambuco (UFRPE). The research universe was the 5th year class of Elementary School at Escola Municipal Adélia Carneiro Pedrosa, in a quilombola community in the municipality of Goiana-PE, through remote education. The results induced that when we establish ethnic-racial relations with the contents of Physical Education, we legitimize this contribution, we provide affinity with this culture, in order to build anti-racist thoughts. It is concluded that the study contributed to the expansion of knowledge by adopting approaches to ethnic-racial relations in Physical Education classes, enriching the discussion on the subject and contributing to the production of knowledge in the field of Physical Education.
Avaliação da aprendizagem: superando desafios na educação física escolar durante o ensino remoto emergencial
(2023-05-04) Almeida, Isabella Maria França Severo de; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185
This study aims to analyze the evaluative practice of Physical Education (PE) at school during Emergency Remote Teaching (ERE), verifying which evaluation strategies were used in the pedagogical practice and highlighting the main challenges and possibilities encountered to evaluate student learning. in a remote context. The research was guided by a qualitative approach and carried out based on the action-research method, intending to understand the strategies used to overcome the challenges of assessing learning in school PE during the ERE. To this end, the evaluative practices of the EF curricular component, which occurred during the ERE, in the 3rd two-month period of the 2021 school year, in a 9th grade class of Elementary School II, of a Federal Public School, were considered, through observations and interventions carried out for the discipline of Mandatory Supervised Internship III, of the Degree in Physical Education at the Federal Rural University of Pernambuco (UFRPE). From the studies, it was possible to perceive how much the evaluation of learning is a complex process and how it becomes even more complex when brought to the school PE, due to the specificities and the difficulty of the area in legitimizing itself as a curricular component in the school. However, it was found with the research that it is possible to overcome the challenges of the existing evaluation, in addition to those resulting from the ERE, using strategies such as the diversification of techniques, instruments and criteria to evaluate the students' learning, considering them diverse subjects, with different cognitive, affective and sociocultural abilities. Therefore, the research collaborated for the development of knowledge about the evaluation of learning in school PE in remote teaching, showing the possibilities of planning and carrying out an intentional evaluative practice in this context, an evaluation that evaluates in a continuous, procedural, qualitative and that, above all, consider the student as an integral being, understanding him in his entirety and from his reality, and more, that is based on consolidated theories and methodologies, such as the Historical-Critical Pedagogy and the Critical-Overcoming Pedagogy.
A avaliação do ensino-aprendizagem escolar: possibilidades nas aulas de Educação Física
(2022-10-10) Souza, Sérgio Henrique de Oliveira; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185
This study focused on the analysis of the evaluation of the teaching-learning process in Physical Education classes, so that the teacher understands the evaluation processes, identifying their theoretical-methodological foundations and their didactic possibilities for classes at school, collaborating with the teacher to measure how the sense-meaning of the contents reached the student, so that he/she evolves as a person and as a citizen, thus reaching a critical reflection of the reality in which he/she is, providing greater connection between teacher, content and student, in a profound and at the same time transparent, assimilable and concrete way. The research was carried out from the qualitative method, in particular, a bibliographic review, being developed during the discipline of Mandatory Supervised Internship III in Physical Education - Federal Rural University of Pernambuco (UFRPE), held in a 9th grade class of Elementary School of Pernambuco. Aprivate school in the city of Recife-PE. This study provides a contribution of evaluative practices, taking into account the entire teaching-learning process. The research contributed to the development of knowledge about the use of evaluative practices in the Physical Education curricular component, expanding the understanding of this much-discussed pedagogical tool, evaluation, and consequently helping in the production of knowledge in the area of Physical Education.
Breaking e juventudes: um diálogo possível na educação física escolar
(2019-11-26) Barboza, Carlos Eduardo de Sousa; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/3710306958133168
Today's society does not see youth as youths. Labels and perceive this age only as biological data and does not consider the cultural aspects that distinguish the youths, creating a perfect youthful pattern according to the media. Thus, it is necessary for the Physical Education teacher, consider the particularities presente in the lives os these Young people. Hip-Hop culture (movement of struggle and resistance), and specifically Breaking dance in Physical Education classes, it is possible to treat it pedagogically, giving young people the conditions to appropriate dance content in the Physical Education class.
Cultura corporal e infância: o lazer como resistência na comunidade
(2019-12-11) Lima, Ana Tércia Silva de; Paiva, Andréa Carla de; Silva, Joanna Lessa Fontes; http://lattes.cnpq.br/3516424517958161; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/0441300997949614
The definition of the theme of leisure for this monograph took place through the experiences obtained in the UFRPE extension project, carried out in the community of Vila Nova Tatuoca - Cabo de Santo Agostinho/PE. From the theme of leisure as a focus for the survey of questions, it was investigated how Physical Education can contribute to the formation of the cultural and leisure collection of the child population of a rural community, inserted in a certain precarious urban context, implying the deconfiguration of their way of life. This study aims to understand the relationship between body culture and childhood in the community Vila Nova Tatuoca, identifying the concepts around childhood, and recognizing the perspective of education for leisure as the possibility of strengthening and maintaining the collective memory of the community. Therefore, we opted for qualitative research, specifically for action research developed in direct contact with the community, whose data analysis referred to the content analysis. During the study, we noticed a gradual positive evolution in relation to issues of self-organization and cooperation among children in their leisure activities, in the creation of new games and games that were incorporated into their cultural collection through the extension project. At the same time, the community of Tatuoca, as well as many others that go through an expropriation situation, need to maintain resistance to the drastic negative changes in their way of leisure in this new urban social reality, in comparison to the rural environment to which they previously belonged.
A educação física como componente curricular para os jovens em situação de privação de liberdade
(2023-05-04) Silva, Erika Lídia dos Santos; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/8813141059872155
This study aims to understand the right to Education and its insertion in the context of serving young people in situation of deprivation of liberty in the scenario of Physical Education classes. The specific objectives are to identify how the compulsory curriculum component Physical Education contributes to the education of young students in prison, mapping and analyzing documents and studies on the right to education of young people in prison and Physical Education. Understanding that education is of utmost importance for the citizen. This study was developed through a bibliographic-documentary research, selecting the main studies and documents about the theme for analysis, using content analysis as a reference. The research collaborated to understand the importance of education and Physical Education as a curricular component for young people in prison. It showed the main points discussed by the selected studies and what the documents guide. From this, this study understands that education is fundamental to human dignity, forming man and transforming society. In this context, Physical Education is a fundamental part of this process as a curricular component.
Educação física e adolescência: características e contexto da socialização na escola
(2025-03-14) Batista, Thiago de Almeida Souto; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/2189096877147412
A presente pesquisa tem como objetivo compreender as contribuições da educação física escolar na socialização dos estudantes do ensino médio. Buscamos também compreender as características dos estudantes do ensino médio e identificar como a educação física escolar contribui para a socialização. A pesquisa foi realizada por meio de uma abordagem qualitativa, onde foi possível averiguar o que autores discutem sobre o tema da socialização nas aulas de educação física na fase da adolescência. Conseguimos definir que a educação física escolar passou por diversas transformações ao longo da história, moldando os sujeitos às necessidades da sociedade em cada época. Estabelecemos o que é ser adolescente na visão da Psicologia Sócio-Histórica/Psicologia Histórico-cultural para elucidar como as interações sociais influenciam o adolescente e como ele age perante a essa dinâmica. Por último, determinamos como a educação física escolar se relaciona com a socialização dentro dos muros da escola. Se conclui que é importante, para a formação de professores, saber as características dos adolescentes e a forma que eles interagem, é evidente que é a fase do desenvolvimento humano onde ocorre o aumento da interação com o outro, é o fator primordial do desenvolvimento da identidade desses jovens e como eles atuam na sociedade.
A educação física escolar no ensino remoto emergencial: realidade e possibilidades
(2022-05-27) Ferreira, Cleiton José de Melo; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/9904147109400871
The present sought the pedagogical school of Physics teachers during the Emergency Remote Teaching (ERE) identifying the challenges caused by remote teaching for the public school and being studied as pedagogical-didactic-pedagogical possibilities for classes Physical Education practices. Pandemic Experiences and Social Isolation, in the most critical period of life-19, made that students and teachers were directly crossed by the ERE and, with all its particular pandemics, the context of the school with EF and about the pedagogical practice of the students. Teachers in this period, which highlighted the precariousness of Brazilian Public Education and the contradictions imposed by capitalist society. The research built was based on the methodological contribution of historical-dialectical materialism. The work had as a data collection instrument the semi-structured interview, investigated from the categorical content analysis by theme. The interview was conducted with an EF teacher from Colégio de Aplicação/UFPE who was teaching classes in the first semester of 2021, during the ERE. The study the condition of PE as a curricular component of a fundamentally practical nature, which finds in the ERE a great challenge with its responsibility in the process of scientific responsibility constitutive in the body culture, which directly reflects on school life and on the critical formation of students and teachers.
Educação física escolar: analisando experiências do currículo cultural
(2022-10-10) Sérvio, Thaís Silva; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/0563024919034233
The present work aims to understand the approach of the Cultural Curriculum of physical education at school, identifying its limits and possibilities from the mapping and analysis of experience reports from the Research Group on School Physical Education (GPEF) at the University of São Paulo (USP). We consider that the Physical Education school curriculum passes through different conceptions, from the traditional curricula, through the critical curriculum, to the post-critical one. The Cultural Curriculum of Physical Education, considered post-critical and based on Cultural Studies and Multiculturalism, seeks to understand body culture from the cultural productions of society and the differences of subjects. Therefore, we developed a qualitative research approach of the documentary type, based on the analysis of experience reports developed by teachers of the Research Group on School Physical Education (GPEF) at the University of São Paulo (USP), which is the main group that focuses on the study of this theme, in order to identify possible limits and possibilities in its didactic procedures, which in this approach is understood as Pedagogical Forwardings. We conclude that the Cultural Curriculum of Physical Education has much to add to the area, albeit with some limitations.
Educação Física escolar: uma análise da temática luta na produção do GTT Escola/CBCE
(2023-09-18) Souza, Ricardo Lima de; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/0663522226250388
This research aims to analyze the teaching of the Fight theme in Physical Education classes, verifying its pedagogical possibilities based on studies published in the annals of the Brazilian Congress of Sports Sciences available on the website of the Brazilian College of Sports Sciences, presented in the editions of last five years. A bibliographic-documentary research was carried out, of a qualitative nature. The analysis was carried out based on studies presented in the last three editions of the aforementioned Congress, which cover the period from 2017 to 2021. As an inclusion criterion for the analysis, studies were highlighted that report on the teaching of fighting in School Physical Education classes at based on the pedagogical practice of the Physical Education teacher. Thirty works on the content were identified, however, in the specificity of this research, it was determined that the context of pedagogical practice would meet the objectives of the study around the teacher's field of intervention. Thus, eleven works met the inclusion and analysis criteria of this research. After analysis, it was possible to understand what studies say about teaching fighting in schools, based on the pedagogical practice of the Physical Education teacher, and realize that there have been advances regarding the implementation of proposals for the teaching of Fighting content within the scope of school Physical Education. However, this process takes place gradually due to factors that still interfere with the pedagogical intervention and which, at times, are seen as restrictive of the teacher's practice. It is noteworthy that the research presented in the congress editions covers a range of interventions, ranging from the theoretical to the practical level, suggesting the existence of a relevant relationship between theoretical research and practical application in the context of Fighting teaching. This trend suggests that experiences related to fight content play a significant role in consolidating and legitimizing this content in the school environment.
A educação física nos anos iniciais do ensino fundamental: a organização do conhecimento dança no Currículo de Pernambuco
(2024-09-24) Xavier, Walquiria Wallesca dos Santos; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/0060873264361246
Dance content has had less and less space in schools. Little by little, it has been neglected and advocated for its cultural and social aspects. Such content is expressed in documents as a form of expression of body language, which makes it difficult for teachers to systematize it. Given this, this research aims to understand the organization of knowledge about dance in Physical Education classes for the initial years of Elementary School in schools, based on the Pernambuco Curriculum. To this end, we defined as specific objectives, identifying dance as a theme and its contents for Physical Education classes, as well as how its contents are organized for the initial years of Elementary School in the Pernambuco Curriculum. The study proposes, through a bibliographic and documentary study, of a qualitative nature, to understand the importance of the theme of dance in Physical Education classes at school, discussing the social role of the school and Physical Education as a mandatory curricular component in Basic Education. Then, the specificity of dance and its contents are presented, and then how the organization of this theme occurs in the Pernambuco Curriculum. Based on the analysis, we highlight that the Pernambuco Curriculum for the organization of dance content in the initial years of Elementary School, within its possibilities, is characterized as a document that seeks to maintain the theme of dance and its cultural identity, preserving its essence, but it also presents itself as a conservative document, as it does not address issues involving the debate of gender, race, ethnicity, religion, among others, with the objective of improving the teaching-learning process, based only on bodily experimentation, not helping students to develop a deeper and more meaningful understanding, not relating reality and the social context to the content of dance.
A educação física nos anos iniciais e suas implicações na escola
(2019-07-05) Penha, Alexandre Francisco da; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/8638410282315267
Physical Education is a compulsory curricular component in basic education according to the National Education Guidelines (LDB) Law of 1996, however, the Education Department of the Municipality of Recife uses the law itself to justify the withdrawal of this curricular component in the school teachers, transferring the responsibility of classes and activities related to Physical Education to the multi-purpose teachers responsible for the classes, however, even in the face of the manifestations of the class entities and Council representative of the professionals of the area, the positioning of municipal power does not was changed. When we deal with infancy, we try to understand the particularities inherent in the development phase, the cycles of learning where children meet, the construction of knowledge through a historical and social vision with the challenge of obtaining an education directed to the understanding of the other, the differences culture, ethnicity, religion, gender and social class, allied to the performance of the Physical Education teacher, including the possibility of dialogue with various fields of knowledge. We show in this work the importance of the Physical Education teacher at this school stage so relevant to the development of the child, approaching in an objective and necessary way its insertion, together with the multipurpose teachers, in order to give the students of the series initiates a complete formation, by professionals with appropriate training, who can establish a quality teaching-learning relationship in line with theory-practice, in order to better interpret body culture.
O ensino do jogo nas aulas de educação física no ensino médio: uma experiência no Programa Residência Pedagógica
(2024-09-24) Silva, Edla Camila Pereira Santos Cândido da; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/6306987490945390
This work is the result of an experience lived as a resident of the Pedagogical Residency Program (PRP), which is a program of the Coordination for the Improvement of Higher Education Personnel – CAPES. This experience took place in a High School Reference School of the Pernambuco State Network. Our objective is to understand the systematization of Game content in Physical Education classes in High School, recognizing the specificity of Physical Education at school and the Game as content in classes, describing the experience of teaching the game in Physical Education classes. We know that the organization of knowledge offered at school is done in a systematic way through the curricular components responsible for pedagogically addressing the specific knowledge of each area and which must be studied at the school institution. In this way, we use a qualitative approach, in the search to understand, interpret and dialectize the object of investigation, considering that its raw material is made up of a set of nouns that complement each other: experience, experience, common sense and action. We therefore opted for a descriptive study of the experience report type. Given the results obtained, we point out the relevance of the game as a content in Education classes, especially in High School, deconstructing the perception that students in this year of school are interested in the theme when the meaning and significance of the activity for training are recovered.
O impacto da infraestrutura nas aulas de educação física na rede pública de ensino do município do Jaboatão dos Guararapes
(2021-02-25) Silva, Rafael Farias da; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185
O presente estudo tem como objetivo analisar a prática pedagógica dos professores de Educação Física da Rede Municipal de Ensino do Jaboatão dos Guararapes - PE, frente à ausência de espaços adequados para realização de aulas. Sendo assim, traçamos como objetivos específicos: descrever os espaços físicos utilizados pelos professores de EF; reconhecer os limites e possibilidades do trato com o conhecimento nas aulas de Educação Física. O interesse pelo estudo parte das experiências ocorridas durante a formação acadêmica no curso de Licenciatura em Educação Física, da Universidade Federal Rural de Pernambuco (UFRPE), na qual tivemos a oportunidade através da disciplina de Estágio Supervisionado de acompanhar o trabalho pedagógico realizado por alguns professores em unidades educacionais do Estado. Percebemos nesses locais que os planejamentos das aulas de Educação Física são frequentemente adaptados e readaptados, muitas vezes por falta de estruturas no tocante a espaços e equipamentos, ou até mesmo inalterados, ficando suas práticas, devido às condições de trabalho do professor, passível e restrita a prática do “rolar bola”. Vimos e sentimos ao intervir, quão desafiador é o trabalho do professor no seu dia a dia, frente à ausência de espaços adequados e de recursos para ministrar suas aulas e como esses elementos são importantes, pois sua falta compromete direta e indiretamente o trabalho pedagógico do professor de Educação Física. O percurso metodológico desta pesquisa foi balizado pelas seguintes orientações: tratou-se de uma pesquisa descritiva, de natureza qualitativa, que teve como instrumento de coleta dos dados, das transcrições das falas dos participantes do vídeo-denúncia, realizado pelo Sindicato de trabalhadores em educação do Jaboatão dos Guararapes-PE, do qual trouxeram elementos que foram interpretados, e dessa forma, contribuíram para reconhecer os limites da prática pedagógica no cotidiano da escola. As interpretações foram construídas a partir da triangulação dos grupos de análises, com a transcrição das falas dos participantes da denúncia, da seleção dos eventos críticos e com o referencial teórico utilizado no estudo.
O movimento corporal na educação infantil: uma análise do documento curricular da cidade do Recife
(2022-10-03) Silva, Anatália Arantes; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/0145625539992668
The present work has as its object of investigation the Curriculum Policy of Teaching of the Municipal Network of Recife for early childhood education (2021), analyzing the movement axis in Early Childhood Education, from the field of experience "Body, gestures and movements". The study proposes to analyze this proposal, in the light of theorizations around body movement, playing and Early Childhood Education, in order to identify how the curriculum is based at school, based on the inseparability between the fields of experience. We start from the studies of Bardin (2011) and Minayo (2004) to support our analysis, which is the thematic categorical content analysis. We emphasize that despite the educational and curricular policy placing the importance of articulation between the fields, in the rights of learning and development and suggestions of experience in the fields of experience, these are presented in a fragmented way, as they do not establish relationships with each other and with others , pointing out that body movement needs to have greater curricular visibility and occupy the social times and spaces of Early Childhood Education at school.
Muitas são as saídas de jogo: experiências de capoeira em uma escola da Rede Municipal do Recife
(2024-09-24) Lôbo, Maria Eduarda César; Paiva, Andréa Carla de; Cordeiro, Izabel Cristina de Araujo; http://lattes.cnpq.br/0905745064754853; http://lattes.cnpq.br/1546386833032185
Apesar da nítida relação entre a formação da sociedade brasileira e a capoeira, ainda são escassos os estudos acadêmicos e, mesmo com os projetos da Secretaria de Educação e as Leis que garantiriam o acesso à arte, raros são os espaços formais de educação que se permitem ou conseguem abrigar tal manifestação cultural para dentro dos seus muros. O presente trabalho teve como objetivo geral analisar as contribuições da capoeira na educação escolar para a formação humana, e os objetivos específicos de identificar a capoeira como manifestação cultural, apresentar as experiências vividas com a capoeira sob o olhar da animação cultural e discutir procedimentos didáticos para o ensino da capoeira para as crianças. Trilhando o caminho da sistematização da experiência vivida numa escola municipal da cidade do Recife, tal experiência norteou procedimentos didáticos diferentes, cobertos de ludicidade. Levando-nos a concluir que da mesma forma que a academia não valoriza os saberes populares, os adultos não valorizam os saberes infantis, e quando um saber cala o outro, temos um saber empobrecido, logo, incompleto. Neste sentido, a pesquisa se desdobra em fomentar não apenas procedimentos didático-metodológicos para ensinar capoeira para crianças, mas também nos ajuda a refletir sobre como podemos engrandecer nossos saberes sem perder o brilho no olhar.
A organização do trabalho pedagógico nas aulas de Educação Física: uma experiência no Programa Residência Pedagógica
(2021-07-09) Lima, Gerson Anderson Marinho de; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/2037083614885155
The present study aimed to analyze the organization process of school pedagogical work, through the Residence Pedagogical Program (RPP) from Universidade Federal Rural de Pernambuco (UFRPE). Thus, it was a secondary objective to acknowledge pedagogical work elements and to describe its pedagogical practice developed in Physical Education (PE) class. The interest in this study emerged from experiences lived during the residence in RPP offered by Physical Education degree course from UFRPE. It is possible to observe that the organization of school pedagogical work is considered relevant by the school where the residence occurred. Also, it is taken under consideration for the success of PE class. During RPP it was possible to observed closely how the process occurred while participating in the school routine and PE classes. It was a qualitative research, with a participatory design. Participated in this research one federal public school from Recife. Data collection used a field diary as an instrument, which was written during RPP. Content analysis was performed to analyze the context of organization of school pedagogical work in PE class. When it concerns to the register, it was established dialectical pairs: objective/assessment and content/methods. Those pairs revealed indicators which afterwards were interpreted and contributed to describe pedagogical practices in the school routine. Therefore, it is well appreciated when PE teacher understands the organization of school pedagogical work to lead their pedagogical practice, as well as for the importance of programs for beginner teachers which possibly starts their experience in the school routine.