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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6 resultados
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 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 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 Projetos sociais esportivos: contribuições acerca do ensino do esporte(2019-12-10) Nascimento Junior, Elizon Miguel do; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185This paper aims to understand the methodological bases for the teaching of sport used by Physical Education teachers in social projects, recognizing the contribution of these projects in the formation of children and adolescents in the Hope Sports Association (ADEF) of the Santo Amaro community. in Recife - PE. The study considers that for a long time the way to treat sports in different formative spaces, was based on the technical method of teaching based on the repetition of technical gestures, which have been surpassed by new methodologies of teaching sports. This research was qualitative and exploratory in nature. Data were collected through interviews with the teacher of the referred project, about his experiences with the sport as a social phenomenon and how he deals methodologically with the clientele served. In the context of the study it was possible to understand that the sport presents itself as a phenomenon of great relevance, which holds a broader meaning than simply the execution of the technique or even the movement of reproduction without a reflection. Loaded with broader senses, it brings within it a perception that goes far beyond perfect movement. It holds in itself a history full of meanings.Item Projeto social: uma perspectiva inclusiva acerca das possibilidades e desafios da prática pedagógica no ensino do voleibol(2018) Silva, Lucas Correia da; Vieira, Ana Luiza Barbosa; http://lattes.cnpq.br/2045282789284599; http://lattes.cnpq.br/0442503882118808The present study sought to understand the pedagogical practice in social projects, understanding the challenges and opportunities in the teaching of volleyball in social projects. The survey was conducted from the qualitative method with application of a semistructured questionnaire with four teachers of different social projects, which are located in the cities of Olinda and Recife. The survey encompassed the following objectives: the challenges and opportunities in sports teaching in social projects; the motivation of children and teenagers to participate in the social project and the pedagogical practice of the teaching of volleyball in social projects. The results show us that the social project aims to not only remove the street boys, but provide educational practices to behold the inclusion in class, student autonomy, the formation of critical subjects and troubleshooting from the game, downloading the learning for life. It is concluded that the research contributes to a greater expansion of perspectives about the importance of social sports project for the life of students and society, as well as the survey will serve as a basis for further reflection on the theme.Item Educação postural: o trato dessa temática nas aulas de educação física em escolas do Recife(2018) Silva, Gabriela Monteiro da; Pirauá, Natália Barros Beltrão; Tenório, Maria Cecília Marinho; http://lattes.cnpq.br/5822053911842534; http://lattes.cnpq.br/1778511907021100; http://lattes.cnpq.br/2170585633254973The subject "Postural Education" is a knowledge that can be treated in the classes of Physical Education (PE) teachers, as it is foreseen in the National Curricular Parameters (NCP). In this sense, this study aims to analyze the treatment of the subject "Postural Education" by PE teachers in PE classes in schools in the south of Recife. The sample consisted of 19 elementary school PE teachers from 15 public and private school schools in the Boa Viagem neighborhood, located in the city of Recife. The questionnaire was used to collect and analyze the data, containing 13 questions about the formation / performance of the PE teacher and about the treatment of knowledge "Postural Education" in the school. After collecting the data, the data were tabulated and analyzed in the LibreOffice 4.4 Calc program through simple typing. The study found, through reports, that teachers use the subject "Postural Education" in PE classes and that they consider important the treatment of this knowledge in their classes. Teachers also reported that students find this theme important, but although their students have understood about their importance, they have not yet made significant changes in their daily body posture. Teachers believe that this knowledge should be treated continuously throughout the student's training, believing that changes in their postural behavior should occur in the long run. It is concluded that the subject "Postural Education" is a knowledge that should be discussed during the training of PE teachers, not only because it is predicted in NCPs, but because it is considered important in the educational context, being part of teacher's lesson planning of PE, which can be developed throughout the student's training.