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 Participação dos estudantes nas aulas de educação física do ensino médio: um estudo transversal(2019-12-12) Silva, Lizandra Barbosa da; Tenório, Maria Cecília Marinho; http://lattes.cnpq.br/5822053911842534; http://lattes.cnpq.br/6150489800581050Physical Education (PE) is a mandatory subject in Brazil and presents itself as an opportunity to promote healthy habits of practicing physical activity (PA). In this context studies point to low participation of students in PE classes specially in high school, and shortage in the provision of extracurricular physical activities and infrastructure for PA in school. The aim of this research was to analyze the participation of high school students in PE classes and to identify the opportunities for physical activity practice in public schools of Recife/PE. It was a cross-sectional study based on secondary analisys of data from the project “Aulas de Educação Física do ensino médio: um programa de intervenção em escolas públicas estaduais”. Schools from GRE Recife Sul and Norte participated in this research. The schools that attended to the standards of the study were selected and four schools of those were drawn. Every teacher and students of the drawn schools were invited to participate in the study. Questionnaires were applied to collect the data about the students and teachers' sociodemographic characteristics. It was also observed the characteristics of the schools (environment, type, size, extracurricular activities). Descriptive and association analysis were conducted in SPSS. 4 teachers and 800 students replied to the questionnaires. Three out of four teachers were men and only one woman, all of them had specialist title and ages from 32 to 51 years old. 55,8% of the students were female and 59,8% had between 16 and 17 years old. Most of the students went to semi-integral schools (67,4%). The results showed a high percentage of students’ participation (91,6%), and significant association (p=0,001), between the participation and study shift, in this case students that study in integral shift showed higher participation. The age was also an associated factor, younger students participated more when compared to older students. Regarding physical activity opportunities in the school it was found that only two schools had indoor courts and other two had gymnasium. Only one out four schools offered three PE classes per week. It was possible to identify the sociodemographic characteristics, the study shift, the school type as factors that may be associated to students’ participation in PE classes. We pointed the possibility of teaching practice to influence in students’ participation, by classes organization and approaches performed. The infrastructure and extracurricular activities offer are presented in a small amount when offering physical activities opportunities and in PE classes development as well.Item O trato com o conteúdo jogo nas aulas de educação física em escolas de referência no estado de Pernambuco(2019-12-17) Silva, Ednaldo Luiz da; Costa, Marcos André Nunes; http://lattes.cnpq.br/2739394540779281; http://lattes.cnpq.br/1710065331840562Gambling is a phenomenon that is present throughout the world, being part of the daily life of all social classes and is practiced with different intentions. Within the school environment, specifically in the curriculum component Physical Education, the game is a content to be taught, however, many times in Physical Education classes we observe the game being used as a means to address other content, or even as recreation or awards, as if the game were not a phenomenon with knowledge. This research aims to analyze how Game content is treated in physical education classes in reference schools in the State of Pernambuco, as well as to characterize the game as Physical Education content and identify the use of official documents as guiding practice. of teachers of Physical Education. Questionnaires were applied to teachers of the Physical Education curriculum component of twelve (12) reference schools located in the north of Recife. Through these questionnaires it was verified that the teachers of the respective schools use the official documents in the construction of their planning and the game content is present in the physical education classes. It was also possible to conclude that six (6) of the participants use the game first as a pedagogical tool and the other six (6) use primarily as the end content. This shows the need for continuing education for teachers of the state network, so that they can understand that the game in the context of physical education is first constituted as a knowledge of body culture that must be understood by students.Item As relações entre o desenvolvimento humano, a educação escolar e a educação física(2019-12-13) Cordeiro, Alexandre Ferreira; Melo, Flávio Dantas Albuquerque; http://lattes.cnpq.br/9033781419336294; http://lattes.cnpq.br/8894959094101995The present work aimed to analyze the relationships between human development, school education and physical education. Specifically, it was intended to analyze how the School Education and Education can promote Human Development from a historical cultural perspective and export as an organization of Physical Education teaching from a Critical-overcoming perspective can contribute to the student's historical-cultural development. This is a qualitative bibliographic research, which uses a bibliographic research as a data collection technique, conducting a survey of knowledge productions on themes related to School Education, Physical Education and Critical-overcoming teaching approach, making a relationship with the human development process of the students / students. An example of these themes was the Authors' Collective, Leontiev, Marsiglia, Pasqualini, among other productions and authors, with historical-dialectical material as the basis for explanations. The conclusions of the work pointed to the Historical-Critical Pedagogical Theory, from the perspective of Historical-Cultural Psychology and Physical Education in Critical-Overcoming Teaching Education Contribute to the Events School Education or the Most Humanized Student, through a Logical Organization and Systematized teaching and that is appropriate to the reality of the student's life. It also came to the conclusion that curriculum is the pillar, one of the main elements of the school in its role in education, to develop a humanity of students.Item Jogos digitais no ambiente escolar(2019-12-13) Silveira, Eidy Keely Rogrigues da Mota; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221The present work had the general objective to analyze in the literature the use of digital games in physical education classes. And as specific objectives: Understand the game as content of physical education and its possibilities; understand the history and evolution of games; analyze games and their ratings; identify the digital games presented in the literature aimed at school physical education classes; and see how Just Dance can help students learn in PE classes. The interest about the theme arose from experiences in the discipline of methodology of teaching games, from the Physical Education Degree course at UFRPE, which aims to discuss the teaching of games and its consequences. The research has a qualitative approach and performs a literature review in Scielo. It was possible to verify that few works were published with the theme of digital games, during the analysis of the texts, we identified that the authors present the digital games as a possibility not only in the physical education class, but also in other subjects. It is concluded that digital games are a pedagogical tool for school physical education classes.Item Formação de professores de educação física para atuar no Educação de Jovens e Adultos(2019-12-09) Mota, Diego Martins da; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221; http://lattes.cnpq.br/3263075938611084This study starts from the following problem: How does the education of youth and adults present in undergraduate courses in physical education in public institutions in Pernambuco to attend this type of education? For this purpose we set as a general objective, to analyze how are the undergraduate degrees in physical education in public institutions to meet the students of the EJA modality, from the documents and the speech of the teacher involved. As specific objectives, to present the construction of this modality of education in Brazil; identify the courses that present this discipline in their curriculum matrix; identify how this theme is presented from the discourse of a teacher who works in this teaching modality. It consists of conducting a structured interview with the physical education teacher of a public school in Recife that serves in the modality of teaching the education of youth and adults - EJA and the documentary verification of the training curriculum in the undergraduate courses in Physical Education. The results indicate that there is no concern on the part of the public higher education institutions that offer the degree course in Physical Education with this EJA public, we just identified that in the Federal Rural University of Pernambuco, it contemplates a discipline that deals with methodologies of practices for adults. We identified with the research that the inclusion discourse does not materialize in practice and that this is contradictory., And it becomes even more serious because the exclusionary inclusion according to Kuenzer (2000) is evidenced, through the processes of this exclusionary inclusion process. non-school education is dialectically articulated to the inclusive exclusion processes in the world of work. It turns out to be a strategy that provides an empty certification.Item Projetos sociais esportivos: contribuições acerca do ensino do esporte(2019-12-10) Nascimento Junior, Elizon Miguel do; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185This paper aims to understand the methodological bases for the teaching of sport used by Physical Education teachers in social projects, recognizing the contribution of these projects in the formation of children and adolescents in the Hope Sports Association (ADEF) of the Santo Amaro community. in Recife - PE. The study considers that for a long time the way to treat sports in different formative spaces, was based on the technical method of teaching based on the repetition of technical gestures, which have been surpassed by new methodologies of teaching sports. This research was qualitative and exploratory in nature. Data were collected through interviews with the teacher of the referred project, about his experiences with the sport as a social phenomenon and how he deals methodologically with the clientele served. In the context of the study it was possible to understand that the sport presents itself as a phenomenon of great relevance, which holds a broader meaning than simply the execution of the technique or even the movement of reproduction without a reflection. Loaded with broader senses, it brings within it a perception that goes far beyond perfect movement. It holds in itself a history full of meanings.Item Projetos sociais e esporte: significados da prática pedagógica de educação física(2019-12-10) Silva, André Luís Rodrigues da; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/4511464632866257This paper aims to analyze the contributions that sport presents in the context of the formation of children and adolescents inserted in the social project „ADEF-Sports Association hope in the future‟, identifying sport as a cultural phenomenon and as a social right. According to Thomassim (2010) sports social projects have been analyzed from two perspectives: apologist and critic. The apologist perspective understands that they would be able to provide social benefits such as social integration, education, fighting violence and crime, disciplining, preventing drug use, promoting health and building a better future. The critical perspective emphasizes possible negative aspects of these projects. She criticizes a supposed transfer of responsibilities from the state to civil society. It also criticizes their lack of capacity to promote effective social integration, the emphasis of these projects on promoting competitive and non-collaborative rationality and their attempt to depoliticize access to social rights. In this sense, we used the qualitative research as a reference, interviewing the project teacher (ADEF), social project of the Santo Amaro neighborhood, Recife-PE, which serves socially vulnerable children and adolescents. Thus, seeking to broaden the vision beyond the appearances of the phenomenon, we recognize that sport, in the context of social projects, has a great possibility of contributing to the educational formation of children and adolescents, since the intentionality of the project and those who develop the classes. , whether in a way that seeks to transform reality through meanings and meanings for project students, seeking to expand opportunities.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 Métodos de ensino do voleibol no âmbito escolar(2019-07-22) Nascimento, Maíra Gabriela Santana do; Vieira, Ana Luiza Barbosa; http://lattes.cnpq.br/2045282789284599; http://lattes.cnpq.br/4270080580896380This work aimed to highlight the method of teaching volleyball used in the pedagogical practice of teachers and coaches, understanding the challenges and possibilities in teaching the said modality. The research was carried out from the qualitative method with the application of a semi structured questionnaire with sixteen teachers and coaches, from public and private schools in the city of Recife. The questionnaire aimed to inquire about the following aspects: the teaching methods used in the volleyball teaching process, the ordering of the technical gestures used and the difficulties and possibilities for teaching volleyball. The results show that the participants know the different teaching methods, and in great majority, they use the method of teaching mini volleyball, seeking to increase the knowledge of students, with activities favorable to affective, social and cognitive development. It is concluded that the study contributed to increase the knowledge about the use of the volleyball teaching method, in physical education classes and in initiation schools, enriching the discussion about the theme and contributing to the production of knowledge in the field of Physical Education.Item Análise das expectativas de aprendizagem do conteúdo jogo entre discentes do 3º ano do ensino médio em uma escola de referência em ensino médio na cidade de Tracunhaém: um estudo de caso(2019-07-22) Silva, Dailson Carlos de Oliveira; Costa, Marcos André Nunes; http://lattes.cnpq.br/2739394540779281; http://lattes.cnpq.br/6815313906220066The game is part of the five major contents of the physical education curriculum component. Throughout its history the game had different purposes and purposes according to the time and society and we can see that its relationship with education is strongly related to early childhood education, but it is important for other age groups in what concerns the education. In the state of Pernambuco, the game is understood as a component of body culture to be worked on in physical education classes. For the third year of high school, students are expected to understand the game and be able to reflect, perceive, understand and explain common and regular properties about the object. A case study was conducted at a High School Reference School in the city of Tracunhaém with the objective of investigating the comprehension of the game content in high school, according to learning expectations and it was found that 90% of the students of the 3rd had classes of PE in elementary school, 91% studied game content in PE classes 99% answered that they have or had classes about game in high school, these students answered that the most used strategy during classes was the use of slides and that sports games was the most worked during the classes. When questions referred to expectations 57% answered that they could produce texts about the game, 80% could differentiate the concepts of different games, 91% understood the concepts of victory and defeat within the games, 76% answered that they understood the importance of practice. for health and 91% answered that they understood the importance for leisure and work. The school where the research was conducted proved to be able to meet the expectations of the documents for the E.F. in Pernambuco, even with structural limitations, but we cannot say that this is a reality of all schools in the state school system.