TCC - Licenciatura em Educação Física (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/267
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Item Percepção dos professores sobre a tematização do bregafunk nas aulas de educação física(2024-03-06) Paz, Patricia Santana da; Pirauá, Natália Barros Beltrão; http://lattes.cnpq.br/1778511907021100; http://lattes.cnpq.br/7698571094019394The present research focuses on "Teachers' perception of the theme of bregafunk in physical education classes." Bregafunk is a genuinely Pernambuco dance style that emerged from the hybridization of two older styles, brega and funk. This music genre has been impacting the music market and mobilizing the peripheral populations of the state of Pernambuco, in the northeast region of Brazil. We understand that Bregafunk holds great social relevance as a dance style present in the social context of students in public schools in Pernambuco. In this sense, it is possible to question: "Is Bregafunk thematized in physical education classes? If not, why has it been denied? If yes, how is it being presented?" These questions motivated this study, aiming to verify if the dance style Bregafunk is thematized in physical education classes and how it is being approached with high school students. The study involved 31 Physical Education teachers from Pernambuco, where Bregafunk is more prevalent, responding to a digital questionnaire on Bregafunk as content, teaching methodologies, and personal relationship with the dance style. The study's results indicate that Bregafunk is being thematized as content in Physical Education classes, despite some teachers' resistance due to unfamiliarity with the dance style or belief that it does not align with Physical Education teaching practices. Nevertheless, it is being addressed through the appreciation of young people's social context or the acknowledgment of cultural diversity in Physical Education classes.Item Breaking e juventudes: um diálogo possível na educação física escolar(2019-11-26) Barboza, Carlos Eduardo de Sousa; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/3710306958133168Today's society does not see youth as youths. Labels and perceive this age only as biological data and does not consider the cultural aspects that distinguish the youths, creating a perfect youthful pattern according to the media. Thus, it is necessary for the Physical Education teacher, consider the particularities presente in the lives os these Young people. Hip-Hop culture (movement of struggle and resistance), and specifically Breaking dance in Physical Education classes, it is possible to treat it pedagogically, giving young people the conditions to appropriate dance content in the Physical Education class.Item Trato do conhecimento dança: a tematização do gênero brega nas aulas de educação física(2019-02-07) Santos, Mayara Sales dos; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221; http://lattes.cnpq.br/3759036271888481The brega is a cultural phenomenon in the contemporaneousness of the peripheries of the city of Recife and metropolitan region. From the experience of an Integrative Pática curricular activity, the following question was raised: how to deal with tackiness in Physical Education classes? In order to solve this question, we elaborate the second objectives: general, to analyze the phenomenon, the brega, in face of its reality and possibility and to reach the general objective we draw as specific objectives to identify the social function of the school and Physical Education and the treatment of knowledge dance ; Identify a possibility of treating the tacky phenomenon within the dance knowledge in the fourth cycle. The study was conducted through a research that related the content of dance in the school physical education classes with the consumption of the playful rhythm by the students being analyzed and withdrawn the discussions presented here. These discussions are decisive factors for the insertion of the genre in class. Through the perspective that we should consider the social reality of the student, bringing up the tacky theme is to provide the student inserted in the popular communities, the possibility of studying their own history, identifying in it their tensions and contradictions forms of lives downsizing making possible the transformation of the common consciousness to the philosophical consciousness.