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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4 resultados
Resultados da Pesquisa
Item As repercussões do “novo ensino médio” para a educação física escolar(2024-10-04) Farias, Glória Maria Ferreira de; Mello, Rachel Costa de Azevedo; http://lattes.cnpq.br/8749101676171464; http://lattes.cnpq.br/9426967835706583This research addresses the repercussions of the High School Reform or “New High School” for Physical Education in Schools, since the enactment of Law No. 13,415, of February 16, 2017, based on the implementation of changes in high school education in schools. This research aims to analyze the changes of the High School Reform contained in educational and curricular policies, as normative documents, in order to clarify the repercussions of the New High School for Physical Education. We define as specific objectives: to understand the presence and importance of Physical Education in High School, based on the Critical Overcoming Pedagogy; to understand the texts of educational and curricular policies for Physical Education in High School; to analyze the guiding documents for High School Education: Law 13,415/17, the BNCC and the Curriculum of Pernambuco, and Law No. 14,945/24. To achieve this objective, we used the theoretical analytical framework proposed by Stephen Ball and collaborators, the Policy Cycle, and the discursive textual analysis (DTA) proposed by Moraes and Galiazzi (2006) of the educational policy documents related to the New High School: Law No. 13,415/17, the BNCC and the Pernambuco Curriculum, and Law No. 14,945/24. We concluded that the repercussions of the New High School (NEM) for Physical Education at this stage of schooling were, in a certain way, detrimental to students, since the losses were drastic in relation to the reduction in workload and knowledge, compromising integral human formation by disqualifying physical education, not considering it a curricular component.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 Programa Residência Pedagógica: uma política de formação de professores em Educação Física(2021-12-09) Lima, Joanna D’Arc Ribeiro de; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185This paper aims to analyze the Pedagogical Residency Program (PRP) as an educational policy for training teachers in Physical Education. For that, we delimited as specific objectives, to identify the political dimensions that involve the formation of teachers, to present the 2018 and 2020 public notices of the PRP, and to recognize the limits and possibilities of the PRP. We carried out a qualitative research, of the documentary type, as the main sources we used the notices of the Pedagogical Residency Program of 2018 and 2020. In this sense, we developed our study understanding all criticisms as due to the PRP, insofar as we recognize that it is also a initiative aimed at the initial training of teachers, which provides opportunities for undergraduate students to experience the profession in a dynamic way, with a duration of 440 hours of pedagogical intervention, getting to know the school more precisely, developing experiences based on a critical perspective, in a continuous process of study, planning and analysis of their pedagogical interventions at school. In accordance with the criticisms that the PRP receives from the studies presented in this monograph, we emphasize that this program allows for a more comprehensive contact about the practices developed in the school, as well as being guided by the core coordinator teachers, as well as the preceptors, a training process that provides access to the knowledge needed by residents for professional practice. This means working in an articulation between theory and practice, without competing with the obligatory supervised internship, so that they qualify and systematize even more the interventions of the teachers in training.Item A necessidade da pessoa surda no ensino regular(2018) Oliveira, Helen Andrade de; Cordeiro, Leane Pereira; http://lattes.cnpq.br/8538638475316742; http://lattes.cnpq.br/2324132257599554Educational policies advocate that all students with disabilities attend regular schools. These same policies offer complementary services for hearing impaired students. This research, of a qualitative nature, analyzed the needs of the deaf student for the insertion in the regular education focusing on the Brazilian inclusive policies. A bibliographic review was developed, based on the use of documentary analysis and literature review. Based on the results of this research, it can be shown that the schooling of the hearing impaired has been achieved through the gains of the deaf community, although there have been advances in educational approaches, it is still necessary to reconsider the education of this group of students as individuals with particular characteristics and for that to happen measures of improvements must be adopted independently of the level and the network of education, the deaf community has the right to learn and to develop its knowledge, and for this one must think a structural readaptation.