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 O Programa Institucional de Bolsa de Iniciação à Docência/PIBID na formação inicial de professores de Educação Física: contribuições presentes nas produções científicas dos CONBRACE e CONICE (2009-2023)(2025-03-11) Pereira, Carlos Henrique de Santana; Figueiredo, Erika Suruagy Assis de; http://lattes.cnpq.br/7362331844844663; http://lattes.cnpq.br/7929333030413461Esta pesquisa tem o propósito de investigar as contribuições do Programa Institucional de Bolsa de Iniciação à Docência - PIBID para a formação inicial de professores de Educação Física. A problemática da pesquisa que norteou este estudo foi: quais as contribuições do Programa Institucional de Bolsas de Iniciação à Docência-/PIBID para a formação inicial de professores em Educação Física presentes na produção científica dos Congressos Brasileiros de Ciências do Esporte/CONBRACEs e Congressos Internacionais de Ciências do Esporte/CONICEs (2009-2023)? O objetivo geral consiste em analisar a produção científica dos CONBRACEs e CONICEs sobre o Programa de Bolsas de Iniciação à Docência (PIBID) explicitando as contribuições e desafios para formação inicial de professores em Educação Física. E definimos como objetivos específicos: compreender a importância e os desafios do PIBID para a formação inicial de professores em Educação Física e identificar as contribuições do PIBID para formação inicial de professores em Educação Física presentes na produção científica dos CONBRACE e CONICE. Para alcançar os objetivos mencionados, optou-se por realizar uma pesquisa de abordagem qualitativa e natureza exploratória, seguida de uma análise de conteúdo. Dessa forma, concluímos que o PIBID é de grande importância para a formação inicial de professores de Educação Física, principalmente para auxílio na construção da identidade docente durante o período de formação.Item A produção do conhecimento sobre o Programa Institucional de Bolsas de Iniciação à Docência - PIBID e a formação de professores em Educação Física(2024-03-09) Gomes, Welleson Alcantara Macedo; Figueiredo, Erika Suruagy Assis de; http://lattes.cnpq.br/7362331844844663; http://lattes.cnpq.br/2300298358636915The present research aims to investigate the production of knowledge about the Institutional Program of Scholarship Initiation to Teaching - PIBID, particularly its contributions to the articulation of theory and practice in the initial training of Physical Education teachers. We highlight that the object of this research is situated in a context of growing devaluation of the teaching career. The present work has specific objectives: to reflect on the initial training of physical education teachers and the importance of integrating theory and practice in the Physical Education degree, and to identify in the production of knowledge about PIBID the possibilities for qualifying teaching practice and the initial training of teachers in Physical Education. To achieve the mentioned objectives, we opted to conduct a qualitative and exploratory research, followed by a content analysis guided by the studies of Bardin (2011). Thus, we conclude from this research that PIBID is a program that offers relevant opportunities for the training of Physical Education teachers, integrating theory and practice, promoting professional development, and contributing to a quality initial training.Item Percepção do professor sobre a educação física escolar como meio de reduzir doenças crônicas(2020-10-28) Santos, Valeska Alves dos; Rodrigues, Sérgio Luiz Cahú; http://lattes.cnpq.br/0700049924235597Item O professor de Educação Física intervindo na qualidade de vida de seus alunos asmáticos: uma revisão bibliográfica(2020-10-28) Gonçalves, Alexandre Araujo; Rodrigues, Sérgio Luiz Cahú; http://lattes.cnpq.br/0700049924235597Asthma is a very common disease in Brazil, which mainly affects children, those whose demonstrate that the physical capacity is underdeveloped. The physical education teacher school, can play a fundamental role in reversing the underdevelopment of these asthmatics, but for this, it is necessary that these teachers have prior knowledge to manage their asthmatic students. In order to investigate this topic, I set out to answer the following question ''The Physical Education teacher is prepared to deal with children and teenagers with asthma in their classes'' And as an objective proposal, I set out to investigate if the school Physical Education teacher is prepared to deal with asthmatic children in his classes. In order to obtain the answers of the present study, an exploratory study was carried out, and to obtain the data for analysis, a bibliographic review was carried out. The material used for analysis was obtained by searching databases such as PubMed and Scielo. Therefore, this study makes it clear that many Physical Education teachers are not qualified to teach classes for asthmatic children, however, it was not clear why these teachers did not receive and / or do not receive training to deal with asthma. during classes, since it is a constantly present disease. Due to the limitations of studies related to this theme, we believe that this work can contribute to future research on the topic, expanding the conception of the work of the Physical Education teacher.Item Formação dos(as) professores(as) de educação física: contribuições do PIBID-UFRPE (2011 – 2018)(2022-06-02) Viana, Marilia de Araújo; Figueiredo, Erika Suruagy Assis de; http://lattes.cnpq.br/7362331844844663; http://lattes.cnpq.br/2143270675331633The present study sought to recognize the contributions of the PIBID-UFRPE in the training of teachers of the Degree in Physical Education at UFRPE, from the graduates who participated in the Program, and who are working professionally as teachers in the area of education. physical education in public or private schools. We emphasize that the object of this research is situated in the context of deep attacks on education, with the lack of investments, continuous budget cuts and the dismantling of public policies. The PI-BID has been integrated into the Physical Education Degree at UFRPE since 2011, the year following the creation of the course itself. In the course of the research, we carried out an analysis of the PPP of the course, of the subproject of PIBIB-UFRPE-EF, establishing the links and relationships with the principles of ANFOPE. The research was built with the historical-dialectical materialism as a theoretical-methodological contribution, using a qualitative approach. As a data collection instrument, we used a questionnaire applied to course graduates who participated in the PIBID from 2011 to 2018. For data processing and analysis, we used content analysis (SEVERINO, 2013). Based on the answers analyzed on the contributions of PIBIB-UFRPE-EF in training, we found: 1) consistency in the theoretical basis on pedagogical and specific knowledge; 2) understanding the inseparable relationship between theory and practice; 3) the cultural expansion of graduates; 4) understanding of inter-disciplinarity; 5) the incorporation of research into their training process; 6) experiences of democratic management at school; 7) understanding of the social and political commitment to teaching and 8) reflections on the profession of physical education teacher and working conditions. In view of the above, we thus recognize the relevance of PIBIB-UFRPE-EF in the initial training of physical education teachers at UFRPE, considering the links and relationships with the pillars proposed by ANFOPE subsidizing the construction of the course curriculum and contributing to the performance of these teachers, consequently raising the quality of Brazilian basic education.