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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Resultados da Pesquisa
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 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 O conteúdo de ensino jogo nos documentos norteadores da política de educação do Ensino Médio das escolas estaduais de Pernambuco(2023-04-26) Monte, Paulo Henrique Souza do; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221We can say that the game is a cultural expression in society, consisting of social practices located in different historical contexts, experienced in different places. Its experience takes place in communities, territories, cities, public and private spaces. The school is one of these spaces where games are experienced. However, the school differs from other spaces by carrying out an educational process with the pedagogical treatment of knowledge / teaching content Game, which is presented and taught to students by the Physical Education teacher based on objectives, teaching methods and evaluation. In this context, this research has the general objective: To analyze the teaching content of Game in the guiding documents of School Physical Education (BNCC and Curriculum of Pernambuco) in High School in state schools of Pernambuco. As for the specific objectives, we seek to: Analyze the Game and its relationship with the guiding documents of the educational policy for school physical education in the production of scientific articles on the subject; Analyze the educational policy of Physical Education in High School as guiding and guiding documents for state public schools in Pernambuco; Understanding the teaching content Game in school Physical Education from its historicity; To analyze the teaching content Game in the curricular proposals of Physical Education in the BNCC 2018 and in the Curriculum of Pernambuco in the 2021 High School. We found that the scientific articles bring a series of contestations with regard to the new proposals in relation to Physical Education and the game. Finally, we believe that greater attention should be paid to what the guiding documents for the practice of Physical Education and games propose, considering that they are essential in secondary education in the state network of Pernambuco.Item O tempo pedagógico e a educação física escolar: uma análise do currículo de Pernambuco(2023-05-04) Alcântara, Renata de Barros; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/2615792931886227The present study aims to analyze the pedagogical time required for the appropriation of content in physical education classes, identifying this distribution in the curricular organization. The research was carried out using a qualitative approach, elaborated through analyses of scientific articles and books, defined as bibliographic-documentary. To organize and construct the study, we reflected on education as a public and social policy, the school's role and function, and transformation in society. Understanding how the curriculum is configured as a document that organizes social practice, as well as the pedagogical political project. In this understanding, legitimizing Physical Education as a mandatory curricular discipline, considering the teacher's role in constructing teaching focused on social reality through bodily culture. In this way, the study contributed to understanding how specific knowledge is treated and appropriated within a pedagogically necessary time to develop physical education content in schools.Item Educação física escolar: analisando experiências do currículo cultural(2022-10-10) Sérvio, Thaís Silva; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/0563024919034233The present work aims to understand the approach of the Cultural Curriculum of physical education at school, identifying its limits and possibilities from the mapping and analysis of experience reports from the Research Group on School Physical Education (GPEF) at the University of São Paulo (USP). We consider that the Physical Education school curriculum passes through different conceptions, from the traditional curricula, through the critical curriculum, to the post-critical one. The Cultural Curriculum of Physical Education, considered post-critical and based on Cultural Studies and Multiculturalism, seeks to understand body culture from the cultural productions of society and the differences of subjects. Therefore, we developed a qualitative research approach of the documentary type, based on the analysis of experience reports developed by teachers of the Research Group on School Physical Education (GPEF) at the University of São Paulo (USP), which is the main group that focuses on the study of this theme, in order to identify possible limits and possibilities in its didactic procedures, which in this approach is understood as Pedagogical Forwardings. We conclude that the Cultural Curriculum of Physical Education has much to add to the area, albeit with some limitations.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.Item Conhecimentos sobre gestão em cursos de Licenciatura em Educação Física(2022-10-07) Melo, Ada Maria da Costa; Vieira, Ana Luiza Barbosa; http://lattes.cnpq.br/2045282789284599; http://lattes.cnpq.br/8194255230039120The objective of this study is to analyze the composition of the curricular matrices of the Public Institutions of Higher Education in the State of Pernambuco, verifying which subjects, competences and contents related to the theme of Management are treated during the academic formation of undergraduates in Physical Education. There is also the intention of emphasizing the importance of this knowledge for undergraduates, and thus, the research starts from the historical context, from the times when administration had not yet become a science, until contemporary times, enabling the analysis of the curricula of the courses, seeking to answer questions related to Management in Physical Education degrees, namely: What is the need for the Organization and Management of Physical Education for academic training? What are the reasons to study content apparently from another area of knowledge? Why should Physical Education graduates be concerned with management, be it environments, businesses or people, if a company will not be their place of work? Why promote events if the student's training will be (is) directed to conducting Physical Education classes? Since management is important for the academic training of Physical Education graduates, is this content also offered in other courses at higher education institutions in the public network? In this way, the study was carried out through a documentary research, where we analyzed the primary documents of the 05 public IES in the state of PE, such as: the Pedagogical Projects of the Course, Curriculum Grades and updated Teaching Plans, verifying how the disciplines related to the content of Physical Education Management. The results bring the analysis of the offer of the contents directly related to the management that are being offered by the institutions and the way in which this knowledge is attributed to what is expected of the students of each course, where we verify that the referred disciplines are divided in 'organization and events', 'administrative principles' and 'educational management', however, all offer content directly related to management, whether satisfactory or not for the objectives outlined in the course's pedagogical projects.Item Os fundamentos didático-metodológicos do jogo no atual currículo de Pernambuco no ensino fundamental(2022-10-10) Silva Filho, Fernando Hercílio da; Silva, Eduardo Jorge Souza da; http://lattes.cnpq.br/5214370124132694; http://lattes.cnpq.br/7786166947403990The Pernambuco Curriculum is the document that currently guides the educational policy and pedagogical work of Early Childhood Education and Elementary Education in schools throughout the State. The document has in its structure the notion of general competences that must be observed in teaching, and also describes the thematic units, their knowledge objectives and the skills that will be developed, separated by disciplines, including Physical Education. The curriculum in education is a document of great importance, as it follows as a guide, a guide for teachers in the day to day of their school activity. Therefore, it is possible to say that it has an impact on students' learning, making it possible to understand what the school wants to be taught and what pedagogical reflection to be carried out by teachers. Due to its great relevance, several issues need to be observed in the realization of the curriculum, which is not an easy task, let alone a quick one. The Pernambuco Elementary School curriculum in the field of physical education, lost a lot in quality when it chose not to show a Critical-Overcoming approach in its principles, leaving aside the idea that the object of the curriculum is the student's reflection. Faced with the society we live in, where the social difference is of immense disparity, and showing that the curriculum here is a reference aimed at public schools, where the public is at a greater disadvantage within a social framework, not to think of a policy that be liberating, is putting these students at the mercy of this reality, without any prospect of improvement and without knowing how to fight their situation. And this is the role of the school: it is necessary to form students with critical minds, as subjects in a process of emancipation, forming citizens for a prosperous future, a more egalitarian future.