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 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 realidade e as possibilidades do processo de inclusão de estudantes com transtorno do espectro autista nas aulas de educação física(2020-10-02) Galvão, Nayara Ferreira; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221; http://lattes.cnpq.br/7967299943862973This study aims to study how the literature addresses the reality and possibilities of the inclusion process of students with Autistic Spectrum Disorder (ASD) in Physical Education classes. To answer this question, the following specific objectives are proposed: to identify historical aspects of inclusion in Brazil, to understand the history, concepts and general aspects of Autistic Spectrum Disorder and its relationship with School Education, these objectives were achieved through the theoretical framework. The methodology of this work consisted of a qualitative research, of bibliographic nature, where the systematic review of literature was developed, through the electronic search in the online database Scientific Eletronic Library Online (SCIELO), Portal of Journals of CAPES (Coordination of Improvement of Higher Education Personnel) and Google Scholar, using as empirical source scientific articles published in the main journals available online from the descriptors, “Autistic Spectrum Disorder”, “physical education”, “autism” and “inclusive physical education”, from 1994 to the present day. 33 articles were selected that deal with the inclusion theme, of these only 5 articles specifically address the relationship between school Physical Education and autism. In summary, the results show that in reality there is a lack of adequate training, early diagnosis, school structure and working conditions, but when the teacher believes in the possibility of learning from the student, this transforms the process.Item A importância da disciplina Libras na formação dos alunos do curso de licenciatura em educação física da UFRPE Sede(2019-12-17) Barros, Daniel Williams da Silva; Cordeiro, Leane Pereira; http://lattes.cnpq.br/8538638475316742; http://lattes.cnpq.br/0356543491552857Item O processo de inclusão dos alunos com deficiencia visual nas aulas de educação física a partir do conteúdo futebol(2019-12-12) Freitas Júnior, Alexandre Augusto Correia de; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221This study aimed to analyze the process of inclusion of students with visual impairment in Physical Education classes, from the soccer content. In order to obtain a reflexive diagnosis, which represents the reality of soccer practice for visually impaired people, studies published from digital databases, available via the internet, were analyzed. Using descriptors such as “school football”; “Football of five”; “School physical education”; “Visually impaired”; "inclusion"; In isolation and / or in combination, we selected some studies that were closest to the theme addressed by this work, contributing to a relevant discussion. Thus, this research will address the visual impairment in general, starting from its concepts, and classifications we will also go through the history of the legislation that legitimized the condition of the visually impaired, observing the implications regarding the pedagogical practice in schools and especially in the curricular component. PE. We will also bring the relationship between soccer content and the visually impaired, highlighting the adaptation of the sport to the reality of these people.Item A formação de professores diante da educação inclusiva: uma análise curricular dos cursos de licenciatura em educação física das Universidades Públicas de Pernambuco(2019-07-04) Martins, Jéssica Pryscila Oliveira; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221; http://lattes.cnpq.br/4539543104902351The present study discusses the curriculum in the context of the inclusive perspective in undergraduate courses in Physical Education. It had as a general objective: to analyze how the inclusive perspective is presented in the curricula of the Public Universities of the State of Pernambuco and as specific objectives: a) to understand the conceptual and historical aspects of Inclusive Physical Education; b) To problematize Inclusive Physical Education as a curricular component; c) To identify approximations and distances of the disciplines in the curricular matrices with the theme of Inclusive Physical Education. The research took as guiding references for its production the Declaration of Salamanca (1994), Stainback and Stainback (1999), among other authors and documents, as well as, the Political Pedagogical Project of each institution studied here. To address the issues related to the history of people with disabilities, we bring Sassaki (2003), Amiralian (2000), among others, questions related to the historical context of the curriculum, we bring Goodson (1995), Moreira (1999), among others. And issues related to education, Garcia (1999), among others. It was based on the methodological approach of research of qualitative nature, of the exploratory type. For this, the technique of data collection used as an instrument was: the documentary analysis. Where subjects' programs were analyzed that have thematic axis, the inclusion and for the understanding and treatment of the data, the content analysis was used. It is concluded that the curriculum of the universities of Pernambuco in the undergraduate courses in Physical Education, despite the inclusion in their curricular matrix of disciplines focused on i nclusion, this is not evident in the educational context, where it requires that greater support be provided for the materialization of the knowledge of the PE. It is important to broaden and perfect the perspective of Inclusion in the course, so that the students and future teachers, feel apt and qualified for educational action in the perspective of inclusion. The paper presents succinctly aspects related to the academic formation for teachers of the Physical Education course, offered by the Public Universities of Pernambuco through the curriculum.Item O trato com o conceito de inclusão na educação física escolar: um estudo dos documentos PCPE 2013 e do Currículo de Pernambuco 2019.(2019-07-19) Pereira, Marta de Jesus; Melo, Flávio Dantas Albuquerque; http://lattes.cnpq.br/9033781419336294The term social exclusion has presented itself with very varied meanings, conceptualizing different situations of discrimination, vulnerability, among others. The various approaches that lead to a broad use of the term, allowing it to designate any social situation or condition of lack, difficulty of access, segregation and discrimination. Already inclusion is a subtle process, it is not a thing, it is a process that involves the whole man and his relationships with others and with society. Analyzing the issue of exclusion / inclusion in society in general and in education in particular implies dimensioning it in historical terms and in a contextualized way. Although aware of the existence of several studies on the subject, the present study was proposed by the need to deepen our understanding of the gaps in the process of exclusion / inclusion in society, education and physical education. For this, our general objective was to analyze the conceptions of exclusion / inclusion present in society, in the Curricular Parameters of Pernambuco – PCPE 2013 and its pedagogical didactic developments in the teaching of physical education. To do so, our instruments of data collection were the empirical sources, emphasizing the characterization of the logic of the dialectical exclusion / inclusion in capitalist society and how it is expressed in school education and physical education present in the Official Documents guiding Basic Education in Pernambuco , PCPE 2013, Parameters of the Classroom: Physical Education 2013 and Curriculum of Pernambuco 2019; The study data were collected through Content Analysis; The organization and systematization of the results will be through the Exposition of the contradictions of the arguments about the conceptions of exclusion / inclusion and pedagogical work contained in the analyzed works. The reflections developed during the production of this study consider that thinking about working class education implies guiding school work beyond the precepts of inclusion. In the capitalist context, the diffusion of the ideology of class domination becomes even more important for the bourgeoisie. However, they have been important in the struggles for human rights and social rights, but much remains to be clarified and discussed about inclusion. In dealing with inclusion, we are sent to the field of education. For inclusion to actually take place in schools, it is necessary for education to assume a position of change in educational practices that rejects the barriers and prejudices of all order within and outside the classroom. The guiding documents of basic education cited during the work show us an attempt to seek new reflections for Inclusive Physical Education.Item Formação dos professores de educação física da UFRPE: uma análise do perfil do formando para atuação com pessoas com deficiência(2018) Bastos, Thúlio Albuquerque; Tavares, Nayana Pinheiro; http://lattes.cnpq.br/0916330104621989The inclusion of people with disabilities in School Physical Education classes guided this production. The objective of this research is to identify the profile of the undergraduate course in Physical Education of the Federal Rural University of Pernambuco for the educational action in the perspective of inclusion and as specific objectives: a) to understand the history, concepts and general aspects of People with Deficiency; b) relate concepts and aspects about the Person with Disabilities with Inclusive Education and Inclusive Physical Education; c) investigate whether the inclusive theme during the academic trajectory fulfills what the Political Pedagogical Project of the Course demands; d) To verify the need of the graduates of the Physical Education Degree course of the Federal Rural University of Pernambuco, of a greater approximation during the graduation of the theme Inclusion. The research took as reference to Declaração de Salamanca (1994), Stainback and Stainback (1999), Freire (2008), Brasil (2010), Jesus e Effgen (2012), Brasil (2015) among other authors and documents, to treat (2005), Sassaki (2003), Monte e Santos (2005), Amiralian (2000), among others, and issues related to education, Garcia (1977), Martins (2005), Saviani (1991), Fonseca (2003), Chicon (2008) and others. Based on qualitative, exploratory-type research, online questionnaires were applied through Google Docs to 39 students considered as trainees. The data allowed to identify several aspects necessary for the implementation of the inclusive proposal in the training of future teachers. The main difficulty indicated for the realization of inclusion in his future teaching referred to the difficulty of relating theoretical-practical knowledge to teacher attitudes towards Inclusive Education. As suggestions were highlighted: the need for the presence of the subject Inclusion in disciplines from the beginning of the course and through optional subjects that deal with the subject, experience with students with disabilities during the course, appropriate means to acquire theoretical and practical knowledge and in what way can be articulated to the appropriate attitudes in teaching. It is concluded that it is important to broaden and improve the perspective of Inclusion in the course, so that the students who are trained in it are apt and qualified for educational action in the perspective of inclusion.