TCC - Licenciatura em Educação Física (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/267
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Resultados da Pesquisa
Item As contribuições do processo de construção coreográfica durante o ensino da dança para a provocação das relações sociais(2019-11-26) Silva, Junior José da; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221; http://lattes.cnpq.br/3196778486340275The Dance is an artistic and cultural manifestation that accompanies the human being from the earliest periods to the present day, and was essential for the establishment of the communicative, festive and ritualistic processes of civilizations.This research seeks to highlight how important the human movement present in dance is for the development of cognitive and social capacities of the individual, enabling from body awareness and understanding of this body in space, establish connections with other individuals and the environment in which we operate.The teaching of dance in school physical education allows access to the movement skills and expressive experiences we use to develop relationships with the environment and the other individuals that are part of this whole.The aim of this paper is to present the teaching of dance and choreographic construction as tools for the formation of identity and provocation of relationships between individuals and the world, regarding the ability of expression using one's own movement and the inseparable composition of the body and lie. The methodology used was the qualitative research in databases and journals in articles and documents that address the themes of art, dance, physical education and dance-education in school. From the analysis of bibliographic data, it was found that dance is of fundamental relevance to human sociocultural formation and the choreographic composition has a strong influence on the provocation of social relations.Item 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/7446095719529260It 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.Item Trato do conhecimento dança: a tematização do gênero brega nas aulas de educação física(2019-02-07) Santos, Mayara Sales dos; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221; http://lattes.cnpq.br/3759036271888481The brega is a cultural phenomenon in the contemporaneousness of the peripheries of the city of Recife and metropolitan region. From the experience of an Integrative Pática curricular activity, the following question was raised: how to deal with tackiness in Physical Education classes? In order to solve this question, we elaborate the second objectives: general, to analyze the phenomenon, the brega, in face of its reality and possibility and to reach the general objective we draw as specific objectives to identify the social function of the school and Physical Education and the treatment of knowledge dance ; Identify a possibility of treating the tacky phenomenon within the dance knowledge in the fourth cycle. The study was conducted through a research that related the content of dance in the school physical education classes with the consumption of the playful rhythm by the students being analyzed and withdrawn the discussions presented here. These discussions are decisive factors for the insertion of the genre in class. Through the perspective that we should consider the social reality of the student, bringing up the tacky theme is to provide the student inserted in the popular communities, the possibility of studying their own history, identifying in it their tensions and contradictions forms of lives downsizing making possible the transformation of the common consciousness to the philosophical consciousness.Item 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/5183275366156518This 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.Item A estruturação espaço-temporal a partir da dança na Educação Física Escolar: contribuições para a educação psicomotora(2018) Souza, Géssica Maria Duarte de; Pinho, Ana Flávia Araújo; http://lattes.cnpq.br/5165723460219140; http://lattes.cnpq.br/4693762255449264Dance, besides being a rich content of Physical Education (PE), is a field of knowledge that has as object of action the perception of corporeity and human movement. Its teaching-learning process requires opportunities to experience experiences that contribute to the development of capacities: motor, emotional, creative and cognitive. The specifics and generalities of Psychomotor Education (PE) applied in school PE classes, and especially in dealing with Dance content, bring a relevant expansion of the competences associated with child development, especially in the focus of this study, which takes the stage of Space-Time Structuring (TSE). In the search to instrumentalize PE with this relevant PE content, the following question arises: how can Dance content in school physical education contribute to children's PE in the TSE phase? The general objective of this research was to understand how the Dance can contribute in the Psychomotor Education of children, referring to TSE. By tracing a clipping in it, we identified which aspects of the child development phase focused on TSE; we classify the perception of the elements of space and time in the EP and; we investigated in the documents of the school PE the learning contributions of Dance content from the relation body-space-time. The literature review was chosen to characterize this research. This work attributes a qualitative nature of exploratory type that, through a critical and systematic analysis through its bibliographical survey and also through documentary analysis, was able to deepen us in the object of study in a multidimensional way. After understanding the process of developing TSE and how the Dance content of PE is organized in the official documents that guide its knowledge, we conclude that the Dance offers through its practice contributions to its body awareness, the maturation of its sensory-motor perceptions , that result in a favorable way in the development of the language, having as main medium the human movement. Thus revealing the irrefutable link between the contributions of Dance practice in school EF and psychomotor development