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 A produção do conhecimento em educação física escolar: contribuições do PROEF da Universidade de Pernambuco(2025-03-14) Souza, Mariana Vieira Alexandre de; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/4301212437632660A temática sobre a produção do conhecimento no mestrado profissional de Educação Física associada com as concepções de Educação Escolar e Educação Física Escolar presentes nos estudos, chamam a nossa atenção para analisar e apontar se estão alinhadas numa perspectiva crítica. O presente estudo teve como objetivo geral analisar as contribuições da produção do conhecimento do Programa de Mestrado Profissional em Rede Nacional – Universidade de Pernambuco. Por se tratar de um mestrado profissional, o público-alvo são professores de Educação Física, servidores da Rede Pública de Ensino. Compreende-se que a prática pedagógica do professor é orientada por meio de bases teóricas, para tanto, é possível identificar na prática de ensino quais as teorias e abordagens pedagógicas no âmbito da Educação Física que permeiam o processo de ensino-aprendizagem. Trata-se, portanto, de uma pesquisa de natureza qualitativa, do tipo documental. A fonte documental da pesquisa foram as dissertações de mestrado, da 1ª turma do Mestrado Profissional em Educação Física da Universidade de Pernambuco, publicadas em 2020. Para o tratamento dos dados recorremos à análise de conteúdo do tipo categorial por temáticas. Evidencia-se que a maioria dos alunos têm orientado sua prática educacional com as bases teóricas. Sobre a Concepção de Educação Física Escolar, observamos que o Coletivo de Autores estava presente em 07(sete) das 09(nove) dissertações. Podemos assim inferir que a maior parte dessas dissertações estão construídas sobre referências críticas do conhecimento. Contudo, ressaltamos a necessidade de mais estudos, com ampliação na análise em outros estados e regiões do Brasil.Item A percepção dos estudantes de educação física acerca do ensino de lutas na graduação(2024-02-05) Andrade, Adriano Barbosa de; Nascimento, Tárcio Amâncio do; http://lattes.cnpq.br/7587998432643663Ao longo da história, as lutas têm sido intrínsecas às culturas humanas, moldando-se e evoluindo como resposta às exigências e desafios enfrentados pelos povos ao longo do tempo. O presente estudo faz uma análise a partir da percepção dos discentes e futuros profissionais de educação física, a modo como é feita a produção desse conhecimento. A investigação envolveu 26 acadêmicos do curso de Licenciatura em Educação Física de três universidades públicas federais de Pernambuco, cuja participação se deu por meio de questionários via Google forms. Os resultados mostraram que em grande maioria dos alunos prevalece uma percepção de não se sentir apropriado pra aplicar as lutas, principalmente em ambiente escolar. Dito isto, é necessário estudos que estabeleçam os fatores que desamparam e que também auxiliam uma formação inicial que esteja em sintonia com as demandas do ambiente profissional, de modo que os futuros professores compreendam essas circunstâncias específicas e possam atuar de forma consciente nas interações estabelecidas nesse contexto. Além de revisões nos componentes curriculares em Educação Física.Item O jogo como metodologia no treinamento esportivo infantil: uma revisão bibliográfica(2024-03-05) França, Edson Douglas da Silva; Nascimento, Tárcio Amancio do; http://lattes.cnpq.br/7587998432643663; http://lattes.cnpq.br/7599985359388369In children's sports training, there is a transition period from initiation to more specialized practice training. It is in this transition process that care must be taken as to how the training is handled, as we are not dealing with fully developed individuals, but with individuals in development, both physiologically and socially and psychologically. The objective of this study was to carry out a literature review analyzing the contribution of using the game as a methodology in children's sports training. The Game, being one of the study contents of Physical Education, is a playful activity with established rules capable of developing technical, cognitive and social skills, thus being an efficient pedagogical tool. The study methodology consists of bibliographical, descriptive research of a qualitative nature. The study searches were delimited by descriptors and carried out in the Scielo and Lilacs databases, and the temporal scope of the studies corresponded to the years 2000 to 2024. The results of the reviewed articles elucidated that the application of games as a pedagogical method contributes strongly to training of sporting practices, for its playful nature and for promoting the development of creativity and autonomy, having an organizational structure that allows the various necessary skills to be dealt with in a dynamic and complete way.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 Herança cultural nordestina: o Folguedo do Cavalo Marinho como uma possibilidade para aplicação da Lei nº 10.639/03 na Educação Física(2022-10-10) Alves, Ivison Luiz da Silva; Duarte, Rebeca Oliveira; http://lattes.cnpq.br/2892457731367709; http://lattes.cnpq.br/0686571896655963The “Cavalo Marinho” is a common merriment in the northern region of Pernambuco and southtern region in the state of Paraíba and is characterized by its extravagance in the presentations, portraying the rural daily life of sugar cane workers. Their performances take place during the Christmas cycle, having both religious and profane elements. It is composed of more than 70 different characters, who have their own songs, mannerisms and identities. It is a cultural artifact that carries African and indigenous traits, dating back to the history of Brazil. We understand its propagation that as a cultural element is a way of complying with the regulations of Law 10.639/03, which provides guidelines on the teaching of Afro-Indian history and culture in Brazil. This work aims to open the debate on the effectiveness of law 10.639/03 in classrooms. For this, a bibliographic research was carried out on knowledge agglutinating sites, seeking to identify the frequency of publications with the theme addressed, and for this, the portals were used: “Revista Brasileira de Esporte Coletivo (UFPE)”, “Revista Brasileira de Educação Física (USP)”, “Revista Conexões (UNICAMP)” and the “CAPES Periodicals” Portal. From the results obtained, a table was built with the total sum of the articles found, which were distributed into three categories: "Cavalo Marinho", which is the object of study, "Afro-indigenous Culture" and "Fantastic Four", the data found of this sum were: 0 (zero) articles published with the theme "Sea Horse" in physical education, 88 (eighty-eight) articles with the theme of "Afro-indigenous Culture" and (930) nine hundred and thirty articles with the theme "Quartet Fantastic” in physical education. The data found show an existing discrepancy in the teaching of physical education in relation to the use of law 10.639/03, which is the result of the need to deepen the knowledge of our culture, since Brazil has most of the black or brown population, and teaching should be a reflection of who we are, of our cultural identity.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.