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 Recomendações didático-metodológicas para a prática pedagógica da educação física na Educação de Jovens e Adultos: uma revisão sistemática(2021-12-08) Pinheiro, Rafael Lutemberg; Lima, Ricardo Bezerra Torres; http://lattes.cnpq.br/0128873517491860; http://lattes.cnpq.br/1180447237638262Youth and Adult Education (EJA) is a teaching modality that over time has been discredited by public education policies, and which has had little space in the scientific debate in this field. Due to the limitation of initial training and this lack of studies in the area, teachers end up adapting Physical Education methodologies from regular education to EJA teaching. Thus, this study aims to examine how the main periodicals in the area are approaching Physical Education in the context of EJA, and the didactic-methodological propositions extracted. For this, a systematic review was developed on the LILACS portal, from the descriptors Physical Education, EJA, education, youth, adults, teacher, teaching, proposals, practice, etc. Six articles were found for the discussion of this research, and classified into three categories. In content analysis, it was observed how this theme has been debated in research in the area and how didactic-methodological proposals are presented. In general, Physical Education in EJA is being little debated and, consequently, a low number of didactic-methodological proposals are being presented. However, what was identified from the analysis of the extracted articles is that these propositions found indicate that the teaching of Physical Education in EJA needs to be developed from a critical perspective of education and should start from the accumulation of experience that the student already has, the contents need to be contextualized with the reality of these students, also respecting the diversity found in the classes and their specificities.Item O trato com o conhecimento na educação física nas turmas de educação de jovens e adultos em escolas públicas de Pernambuco(2020-10-28) Silva, Crislaine Cintia da; Torres Lima, Ricardo Bezerra; http://lattes.cnpq.br/0128873517491860; http://lattes.cnpq.br/3886572057296123In Education of Youngsters and Adults (EJA in Portuguese), Physical Education is one of the mandatory curricular components, but in some cases this is not materialized. One of the reasons for this is Law No. 10,793, from December, 1st, 2003, that makes the school subject optional for students who meet the criteria brought by the law, what usually happen to EJA students. Therefore, the problem to be investigated arose: how is knowledge dealt with in Physical Education in Education of Young and Adults (EJA) classes in public schools in Pernambuco? To answer this problem, the general objective was to analyze the dealing with knowledge in Physical Education in classes of EJA in public schools in Pernambuco. The specific objectives were: to verify how selection, organization and systematization of knowledge happen in Physical Education in EJA classes in public schools in Pernambuco; characterize the teaching of Physical Education in EJA in public schools. The research was characterized by a qualitative, descriptive and field approach, using interviews and classroom observations to collect data. As a scientific method, there was an approximation of dialectical materialism. For data analysis, the technique of Categorical Content Analysis by Theme was performed. Data will be discussed using the historical-critical pedagogy as knowledge theory. It was concluded that the selection of the contents in EJA is based mainly on the use of the Curriculum Parameters for the state of Pernambuco as an orientation to the pedagogical practice. The organization is complex in view of the reality of school conditions, such as the precariousness of infrastructure and the student profile that is characterized by heterogeneity. To overcome such conditions, the systematization of content is guided by the adoption of classes, mostly expositive and dialogued with the use of the game, emphasizing topics about health and quality of life. In view of the numerous obstacles with which teachers and students must deal throughout the schooling process, we emphasize the need for articulation between teachers, school and other members of the school community in the search for solutions to these issues, aiming at the improvement of pedagogical practice.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.