Navegando por Autor "Pirauá, Natália Barros Beltrão"

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Dança nas aulas de educação física escolar: a interferência religiosa na vivência prática dos estudantes
(2024-03-05) Oliveira, Arlan Dalvan Florentino de; Pirauá, Natália Barros Beltrão; http://lattes.cnpq.br/1778511907021100
The aforementioned work described here addresses the theme of religious interference in the practical experience of students within physical education classes, working with the theme of dance. Seeking to understand pedagogically the causes of non-practical participation on the part of students, since dance within the teaching of physical education predicts the necessary experimentation within schools, with its pulsating and necessary experience within physical education classes, placing itself very In addition to commemorative expressions within the country's cultural calendar, dancing on the school floor is a tool of knowledge and social and cultural affirmation for students in the community and territory in which the school is located, at the same time that dance is placed as this transformative agent, his experimentation at school comes up against different views of appreciation of physical education as a pastime and by traditionalists such as those governed by moral and religious points of view that oppose the active and practical participation of students as a challenge, limiting their experiences appreciation with a distance from experimentation, as a probable violation of their bodies and ideals, the present study was carried out with 10 students from the north of Recife, where they responded to a questionnaire that investigated the influence of religiosity on non-participation practice dance in physical education classes, the results of the field at the end of the work show which aspects of the vision of life constructed by students based on their faith interfere in their practice of dance within the school and how dance can be designed to allow these students to try dance in class without it clashing with their beliefs.
Determinantes ambientais para o engajamento de crianças de primeira infância em atividades motoras não estruturadas de lazer na escola: uma revisão integrativa
(2024-03-07) Pedroso, Carolayne; Pirauá, Natália Barros Beltrão; http://lattes.cnpq.br/1778511907021100; http://lattes.cnpq.br/8780453048351750
Free play is a fundamental activity for the child's overall health and development. The study aims to identify the environmental determinants that influence children's engagement in leisure-time motor activities at school, through an integrative literature review. The databases used for the searches were: PubMED, Scopus, PsycINFO and LILACS. The selection of descriptors used in the search was carried out by consulting MESH and DECs. The following descriptors, terms and logical operators were chosen: “free play” OR “unstructured play” OR “self-directed play” OR “outdoor play” AND environment OR playground OR schoolyard AND school. Or the expression: “free play” OR “unstructured play” OR “self-directed play” OR “outdoor play” AND environment OR playground OR schoolyard AND school; to the Scielo base. Studies that evaluated the motor activity of children aged 3 to 6 years, which were carried out in the school environment and which had the measurement of motor activity as an outcome, were included. The results show us that fixed equipment in playgrounds and favorable weather conditions increase children's physical activity. Interventions such as tagging often intensify this activity, but reforms have varying effects. In this way, we can consider that fixed equipment in playgrounds enhances children's physical activity. The quality of the space and interventions such as renovations are fundamental and the design of playgrounds is crucial to promoting a more active future for children.
Educação postural: o trato dessa temática nas aulas de educação física em escolas do Recife
(2018) Silva, Gabriela Monteiro da; Pirauá, Natália Barros Beltrão; Tenório, Maria Cecília Marinho; http://lattes.cnpq.br/5822053911842534; http://lattes.cnpq.br/1778511907021100; http://lattes.cnpq.br/2170585633254973
The subject "Postural Education" is a knowledge that can be treated in the classes of Physical Education (PE) teachers, as it is foreseen in the National Curricular Parameters (NCP). In this sense, this study aims to analyze the treatment of the subject "Postural Education" by PE teachers in PE classes in schools in the south of Recife. The sample consisted of 19 elementary school PE teachers from 15 public and private school schools in the Boa Viagem neighborhood, located in the city of Recife. The questionnaire was used to collect and analyze the data, containing 13 questions about the formation / performance of the PE teacher and about the treatment of knowledge "Postural Education" in the school. After collecting the data, the data were tabulated and analyzed in the LibreOffice 4.4 Calc program through simple typing. The study found, through reports, that teachers use the subject "Postural Education" in PE classes and that they consider important the treatment of this knowledge in their classes. Teachers also reported that students find this theme important, but although their students have understood about their importance, they have not yet made significant changes in their daily body posture. Teachers believe that this knowledge should be treated continuously throughout the student's training, believing that changes in their postural behavior should occur in the long run. It is concluded that the subject "Postural Education" is a knowledge that should be discussed during the training of PE teachers, not only because it is predicted in NCPs, but because it is considered important in the educational context, being part of teacher's lesson planning of PE, which can be developed throughout the student's training.
Ginástica rítmica e as questões de gênero nas aulas de educação física do ensino médio: uma pesquisa qualitativa
(2024-03-06) Barros, Tarciane Thaisa dos Santos; Pirauá, Natália Barros Beltrão; http://lattes.cnpq.br/1778511907021100
Gender issues permeate our society in several instances, and are also found in the educational sphere, where they are more noticeable in physical education classes. The fact that Rhythmic Gymnastics is a practice aimed exclusively for female athletes made this practice the focus of this research, where the aim was to understand “How gender issues related to rhythmic gymnastics have been discussed in Physical Education classes in high school?”. Eight teachers participated in the research voluntarily, four female and four male, employees of private and public institutions who responded to a digital questionnaire related to their understanding of gender issues and the treatment of this issue in their classroom. The results of the study showed that only a portion of the interviewers discussed gender issues through physical education classes with the theme of Rhythmic Gymnastics, in addition, the researchers found inconsistencies regarding their understanding of the topic, showing that it's necessary to have a deeper knowledge about the concept of gender.
Influência da prática sistemática de dança no comportamento e desempenho escolar a partir da percepção de pais e professores
(2019-07-17) Souza, Bianca Tude de; Pirauá, Natália Barros Beltrão; http://lattes.cnpq.br/1778511907021100; http://lattes.cnpq.br/7446095719529260
It is already known that dance as a physical activity can provide the individual several health-related benefits. Some studies have pointed out that, in addition to these benefits, the systematic practice of physical activities can have a positive effect on school performance. However, it is not known whether dance, specifically, can influence children’s behavior and school performance. In this sense, the objective of the present study was to analyze if the regular practice of dance, while extracurricular content, can influence chilçdren’s behavior and school performance, from the perception of parents and dance teachers of two private schools of Recife/PE. For such, a descriptive study was carried out, with a quali-quantitative approach. Twelve parents/guardians of children practicing dance and three dance teachers from two private schools located in the North Zone of Recife/PE participated in the sample. As a data gather instrument, it was used a questionnaire for parents/legal guardians and another for teachers. The questionnaires contained open-ended and closed-ended questions, and were selfapplied. The results show that the parents/guardians participating in the study perceive that the children have a school performance that varies from good to very good, but do not make a relation between the dance practice and the students' school results, although they perceive the children's dance practice as a positive extracurricular activity. Parents and teachers recognize that children changes acquired from regular participation in dance classes, which can positively influence their school performance. The set of data allows us to conclude that parents and teachers, although they recognize positive contributions of dance practice in the children's behavior, cannot perceive dance as an agent in school performance.
Percepção dos professores sobre a tematização do bregafunk nas aulas de educação física
(2024-03-06) Paz, Patricia Santana da; Pirauá, Natália Barros Beltrão; http://lattes.cnpq.br/1778511907021100; http://lattes.cnpq.br/7698571094019394
The present research focuses on "Teachers' perception of the theme of bregafunk in physical education classes." Bregafunk is a genuinely Pernambuco dance style that emerged from the hybridization of two older styles, brega and funk. This music genre has been impacting the music market and mobilizing the peripheral populations of the state of Pernambuco, in the northeast region of Brazil. We understand that Bregafunk holds great social relevance as a dance style present in the social context of students in public schools in Pernambuco. In this sense, it is possible to question: "Is Bregafunk thematized in physical education classes? If not, why has it been denied? If yes, how is it being presented?" These questions motivated this study, aiming to verify if the dance style Bregafunk is thematized in physical education classes and how it is being approached with high school students. The study involved 31 Physical Education teachers from Pernambuco, where Bregafunk is more prevalent, responding to a digital questionnaire on Bregafunk as content, teaching methodologies, and personal relationship with the dance style. The study's results indicate that Bregafunk is being thematized as content in Physical Education classes, despite some teachers' resistance due to unfamiliarity with the dance style or belief that it does not align with Physical Education teaching practices. Nevertheless, it is being addressed through the appreciation of young people's social context or the acknowledgment of cultural diversity in Physical Education classes.
As percepções dos professores de Educação Física sobre a influência do TikTok no ensino de dança na escola
(2023-04-26) Santos, Marcos Vinícius dos; Pirauá, Natália Barros Beltrão; http://lattes.cnpq.br/1778511907021100
Dance has been present in human life since the beginning, and its relationship society has promoted mutual transformations, until today we arrive in a more connected world. Technology has been increasingly used as a pedagogical including in Physical Education at school. TikTok is a social media platform that become popular among young people and can be a useful tool for teaching dance. But it can still be thought of as a challenge in the school setting. Therefore, present study investigated how Physical Education teachers perceive the influence Tiktok in Dance classes in Physical Education at School, and how they face Media Dances in their teaching methodology. 20 school Physical Education teachers, from different parts of Brazil and with insertion in public and/or private schools, answered digital questionnaire about their experiences with dance, their methodologies their personal and professional relationship with Tik Tok. The results of the study show that teachers perceive the influence of Tiktok, not only in Dance classes, but Physical Education in general. In addition, some teachers make use of bringing students closer to Media Dance to carry out provocations about some aspects Media Dance. The data set allows concluding how teachers perceive the influences of Tiktok in Dance classes and exploring teaching and research on topics like this innovative and important for educational debates about the importance and potential that technological tools have for advancement of the teaching-learning process.
A prática de atividades físicas durante a infância e sua influência para o desenvolvimento da percepção de competência atlética
(2024-03-06) Silva, Carlos Eduardo Ferreira da; Pirauá, Natália Barros Beltrão; http://lattes.cnpq.br/1778511907021100