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 Muitas são as saídas de jogo: experiências de capoeira em uma escola da Rede Municipal do Recife(2024-09-24) Lôbo, Maria Eduarda César; Paiva, Andréa Carla de; Cordeiro, Izabel Cristina de Araujo; http://lattes.cnpq.br/0905745064754853; http://lattes.cnpq.br/1546386833032185Apesar da nítida relação entre a formação da sociedade brasileira e a capoeira, ainda são escassos os estudos acadêmicos e, mesmo com os projetos da Secretaria de Educação e as Leis que garantiriam o acesso à arte, raros são os espaços formais de educação que se permitem ou conseguem abrigar tal manifestação cultural para dentro dos seus muros. O presente trabalho teve como objetivo geral analisar as contribuições da capoeira na educação escolar para a formação humana, e os objetivos específicos de identificar a capoeira como manifestação cultural, apresentar as experiências vividas com a capoeira sob o olhar da animação cultural e discutir procedimentos didáticos para o ensino da capoeira para as crianças. Trilhando o caminho da sistematização da experiência vivida numa escola municipal da cidade do Recife, tal experiência norteou procedimentos didáticos diferentes, cobertos de ludicidade. Levando-nos a concluir que da mesma forma que a academia não valoriza os saberes populares, os adultos não valorizam os saberes infantis, e quando um saber cala o outro, temos um saber empobrecido, logo, incompleto. Neste sentido, a pesquisa se desdobra em fomentar não apenas procedimentos didático-metodológicos para ensinar capoeira para crianças, mas também nos ajuda a refletir sobre como podemos engrandecer nossos saberes sem perder o brilho no olhar.Item A educação física nos anos iniciais do ensino fundamental: a organização do conhecimento dança no Currículo de Pernambuco(2024-09-24) Xavier, Walquiria Wallesca dos Santos; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/0060873264361246Dance content has had less and less space in schools. Little by little, it has been neglected and advocated for its cultural and social aspects. Such content is expressed in documents as a form of expression of body language, which makes it difficult for teachers to systematize it. Given this, this research aims to understand the organization of knowledge about dance in Physical Education classes for the initial years of Elementary School in schools, based on the Pernambuco Curriculum. To this end, we defined as specific objectives, identifying dance as a theme and its contents for Physical Education classes, as well as how its contents are organized for the initial years of Elementary School in the Pernambuco Curriculum. The study proposes, through a bibliographic and documentary study, of a qualitative nature, to understand the importance of the theme of dance in Physical Education classes at school, discussing the social role of the school and Physical Education as a mandatory curricular component in Basic Education. Then, the specificity of dance and its contents are presented, and then how the organization of this theme occurs in the Pernambuco Curriculum. Based on the analysis, we highlight that the Pernambuco Curriculum for the organization of dance content in the initial years of Elementary School, within its possibilities, is characterized as a document that seeks to maintain the theme of dance and its cultural identity, preserving its essence, but it also presents itself as a conservative document, as it does not address issues involving the debate of gender, race, ethnicity, religion, among others, with the objective of improving the teaching-learning process, based only on bodily experimentation, not helping students to develop a deeper and more meaningful understanding, not relating reality and the social context to the content of dance.Item Contribuições da educação física escolar para o desenvolvimento psicomotor de crianças nos anos iniciais do ensino fundamental(2024-10-01) Silva, Alyne Fernandes Paixão da; Batista, Gessivânia de Moura; http://lattes.cnpq.br/4189321849708761Psychomotricity is dedicated to the study of interactions between the motor, cognitive and affective aspects of the human being. Its main focus is on the interdependence between motor skills and psychic processes. Knowing that psychomotor skills assist in the integral development of the individual, the general objective of this study is to analyze the contributions of School Physical Education to the psychomotor development of children in the early years of elementary school. To achieve the proposed objective, a literature review was carried out in the CAPES and Google Scholar Journals. The results obtained indicate that Physical Education classes provide opportunities for situations that stimulate the development of psychomotor skills, such as: balance, body image, laterality, space-time structuring, musicality/rhythmicity, fine motor coordination and gross motor coordination. It is possible to conclude that psychomotor skills are essential components of the individual's overall development and Physical Education classes can greatly contribute to the development of these skills.Item Possibilidades didáticas para a organização das aulas de educação física com estudantes neurodivergentes do ensino fundamental da educação básica(2024-03-08) Rodrigues, Mariana Raquel Honorato; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/0990744167973619The present study sought to analyze the didactic possibilities for organizing Physical Education classes with neurodivergent students in Elementary Education, mapping studies around the relationship between School Physical Education and neurodivergent students, as well as identifying the theoretical-methodological foundations of School Physical Education, and presenting didactic possibilities for organizing Physical Education classes with neurodivergent students. Although there are currently laws that guarantee the permanence of students with neurodivergences and disabilities in the school environment, it is still possible to observe difficulties on the part of Physical Education teachers in including these students in their classes. The study was developed through qualitative research, based on bibliographic-documentary research. The documents analyzed were the publications of the scientific journals Pensar a Practice, Movimento, Motrivivência and, Brazilian Journal of Sports Sciences and the Annals of the Brazilian Congress of Sports Sciences from the last six years. The analysis was investigated based on categorical content analysis by theme. The research shows the scarcity of publications in renowned scientific journals in Physical Education on the proposed topic, concluding the importance of more work in this area, aiming for a greater scientific contribution for a better understanding of Physical Education teachers for the inclusion of neurodivergent students in their classes.Item A aplicabilidade das Leis 10.639/03 e 11.645/08 nas aulas de educação física no ensino fundamental(2024-03-08) Cavalcante, Ana Vitória Silva; Vieira, Ana Luiza Barbosa; http://lattes.cnpq.br/2045282789284599; http://lattes.cnpq.br/0758329808695578This research was based on the following problem: “What is the relationship between the education policies determined in laws nº10.649/03 and nº11.645/08 and the performance of Physical Education teachers in elementary school?”. Therefore, the general objective of this work was to investigate the relationship between education policies determined through laws nº10.649/03 and nº11.645/08 and the performance of Physical Education teachers in elementary school. As secondary objectives, analyze what the documents and authors say about the implementation of the Education of Ethnic-Racial Relations in physical education and verify the performance of Physical Education teachers in relation to ethnic-racial issues that have been problematized in physical education classes. Physical Education in Elementary School, based on the bibliography analyzed. The methodology of this work deals with a study with a qualitative and descriptive approach, of a bibliographic nature, specifically an integrative review, which has the following steps, such as identifying the theme and the hypothesis; the establishment of criteria to include and exclude studies or samples; the definition of information extracted by selected studies; the evaluation of studies, interpretation, and finally the presentation of the knowledge review. It is concluded that this theme is essential in any professional training course for educators, in all instances, not only at undergraduate level, but also in continuing education. Finally, this work proposes that professionals who study and materialize curricula can deepen their knowledge on these themes and, based on this research, reflect and rethink curriculum construction, whether in basic education, undergraduate, or postgraduate studies.Item A contribuição do conteúdo de ensino jogo para a socialização dos estudantes na educação física no Ensino Fundamental - anos iniciais(2023-09-15) Martins Filho, Gean Carlos de Moura; Mello, Rachel Costa de Azevedo; http://lattes.cnpq.br/8749101676171464This research aims to investigate the contribution of the teaching content "Game" to the socialization of students in Physical Education in the early years of Elementary School. The research problem that guided this study was: How can the teaching content of Game contribute to the socialization of students in Physical Education during the early years of Elementary School? The general objective was to analyze the contribution of the teaching content of Game to the socialization of students in Physical Education in the early years of Elementary School. Specific research objectives were defined as follows: to understand the importance of games in the process of socialization in school and physical education; to comprehend Game as a teaching content in physical education in the early years of Elementary School; to identify the proposed teaching content of Game in educational policies and curriculum frameworks for physical education in Elementary School. To achieve these objectives, a qualitative bibliographical research was conducted, examining academic articles that address the relationship between the teaching content of Game and student socialization. The results of this research demonstrated that the teaching content of games plays a significant role in promoting the socialization of students in Physical Education during the early years of Elementary School. This content contributes to the development of various social, cultural, and emotional aspects of students. In particular, its positive influence in the social dimension stands out, as games facilitate interaction among students, promote cooperation and teamwork, and enhance communication skills. Game is a vast body of knowledge that is increasingly being unveiled, allowing us to understand its various facets. It is no longer merely considered an activity related to childhood or mere play; rather, we now recognize its educational value as an integral part of the teaching content in the school context.Item A importância do conteúdo de ensino jogo no componente curricular Educação Física no ensino fundamental anos iniciais(2023-04-28) Silva, Ana Paula Pereira; Mello, Rachel Costa de Azevedo; http://lattes.cnpq.br/8749101676171464; http://lattes.cnpq.br/3145178293717769This research has the purpose of investigating the importance of the Game while content of teaching of the component curricular Physical education, leaving of the problem: Which the importance of the content of teaching Game in the component curricular Physical education in the Fundamental Teaching of the initial years - 1st to the 5th year? The general objective of the research was to analyze the importance of the content of teaching Game in the component curricular Physical education in the years begin of the Fundamental Teaching in academic publications. And as specific objectives of the research it was defined: to identify the concept of Game historically; to understand the knowledge of the school Physical education; to analyze the game as teaching content in the proposals of the Curriculum of Pernambuco in the Teaching Fundamental Initial Years; to understand the game as content of teaching of the school Physical education. The research search to answer those objectives theoretically, starting from the analysis of articles related to the theme, using the methodology of qualitative bibliographical research. While results of the research, we can affirm that the content of teaching Game is an important content of the Physical education, mainly in the Teaching Fundamental Initial Years, because it is a knowledge that collaborates in the construction of several factors as cognitive development, motor, creativity, aspects social, cultural and emotional. The Game is a wide knowledge, that it has been demystified and we started like this to understand their multiple dimensions, not being just associated as appropriation of the infantile world, of playing for playing, but affirming his/her education value in the knowledge perspective and teaching content in the school extent.Item A transição da Educação Infantil para o Ensino Fundamental: um olhar da Educação Física sobre a brincadeira(2023-05-04) Melo, Maria Eduarda Vieira de; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/7955853296079027This study aims to understand the transition process from Kindergarten to Elementary School, recognizing students' right to school education and learning, as well as identifying the role of Physical Education and its relationship with play in this context, contributing to the discussion of this theme in the training of Physical Education teachers and their practice in the classroom. The research was carried out using the Kindergarten qualitative method and was developed through the critical analysis of scientific articles and official documents related to the theme, therefore being a bibliographic-documentary research. This study highlights the changes in Brazilian educational laws regarding Kindergarten and Elementary School, and the impacts generated by changes in the teaching transition process, taking into consideration the uniqueness and comprehensiveness of the child and the childhood period. Moreover, the research also revealed what official documents present about how the transition process should occur in Physical Education. Therefore, the study contributed to understanding the transition process from Kindergarten to Elementary School, pointing out the importance of play in this process, as well as the importance of connections and continuity of learning between the two stages of education, besides presenting the need for studies and the development of documents focused on the theme of teaching transition in the field of Physical Education.Item O futsal como conteúdo no currículo de Pernambuco - Ensino Fundamental(2022-10-11) Silva, José Fernandes Martins da; Silva, Eduardo Jorge Souza da; http://lattes.cnpq.br/5214370124132694This study, characterized as a monograph, sought to address the following object of study - The teaching of Futsal content through the physical education curriculum component, as discussed in the document Curriculum of Pernambuco for elementary school / 2019. For this purpose, the following problem question was delimited: What are the didactic-methodological foundations that guide the treatment of futsal teaching as physical education content in the document Curriculum of Pernambuco/2019? To this end, the objective is to analyze, explain and understand the didactic methodological basis for teaching Futsal content privileged in the Pernambuco Curriculum – Elementary School. Methodologically, we used research of a bibliographic-documentary nature, of an exploratory-descriptive nature, focusing on the document Curriculum of Pernambuco - Fundamental Education/2019. It is concluded that historical-critical pedagogy points out a way out of the dilemma posed by non critical pedagogical trends, which oppose, excluding theory and practice, teacher and student. Understood as mediation within the global social practice, historical-critical pedagogy conceives that education has social practice as a starting point and arrival point of educational practice, before that, recognizing futsal as a human activity means seeking to learn it in the within a system of relations of social life.Item O lugar da Educação Física na hierarquia entre os saberes escolares(2022-10-07) Silva, Carlos Leandro Gouveia da; Vieira, Ana Luiza Barbosa; http://lattes.cnpq.br/2045282789284599; http://lattes.cnpq.br/1233599218050806From concerns related to the reasons that lead Physical Education to be a (un)prestigeable curricular component within the school, taking into account the existence of a hierarchy between the disciplines, in the context of elementary education in public and private schools’ Brazilian, we pose the question: where is Physical Education, as a curricular component? The General Objective was to analyze the research already published those deals with the hierarchy between the disciplines, in the context of elementary and secondary education in Brazilian public and private schools, examining and reflecting on this scenario, where Physical Education is found as a curricular component. We adopted an exploratory literature review and a qualitative approach. Searches were carried out for journals in the field of Physical Education, published between the years 2000 to 2020, that met the inclusion criteria: being originally written in Portuguese, being available in digital versions, in full and free of charge, related to Brazilian schools, and classified through categories from A1 to B3, initially in the Scientific Electronic Library Online database, however, as the sources were not found, the Latin American Caribbean Literature on Health Sciences database started to be used. While results were found 60 articles, and of these, 10 were selected for analysis, however, only 6 explicitly deal with the devaluation and hierarchy of disciplines. From the reflections that we carried out through this research, we seek to find alternatives that contribute to a better understanding of the hierarchy between the disciplines, allowing us to carry out interventions that minimize this problem, since the subjects of the school curriculum must and can having distinct characteristics, however, they need to be recognized and better understood for their values, importance and meanings. Finally, we realized that interdisciplinarity can be an instrument to reduce such difficulties, and that Physical Education needs to legitimize itself as a curricular component, which is possibly the first and great step to solve the problems.