Licenciatura em Educação Física (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/20
Siglas das Coleções:
APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso
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5 resultados
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.