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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8 resultados
Resultados da Pesquisa
Item Estudantes universitários e ensino remoto: impactos provocados à saúde mental durante a pandemia de COVID-19(2024-03-11) Freitas, Anne Elise Alves de; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221; http://lattes.cnpq.br/9158087822068202Studies and reports state that university students are a population with a high prevalence of depression, anxiety and high levels of stress during the COVID-19 pandemic. This fact has sparked growing interest in possible relationships between academic experiences and mental health. In this context, the main objective of this research was to investigate the impacts caused on the mental health of Physical Education students at the Federal Rural University of Pernambuco (UFRPE) caused by emergency remote teaching ERE, as well as the facilitating and hindering aspects of the new method of teaching, the negative and positive impacts of remote classes associated with the learning process and the consequences caused to students' mental health. The research had a qualitative-quantitative approach and was constructed through bibliographic and exploratory research. Data were collected through a questionnaire administered online. The results obtained were a total of 36 responses and the participants were undergraduates who were between the fourth and eighth semester, deprioritized and graduated (completed). This research contributes to the investigation of the aspects and impacts of ERE that were relevant in the graduation of students from the Physical Education course at UFRPE. The results demonstrate a statistically significant negative impact on factors associated with mental health, academic achievement and the impacts of emergency remote teaching on academic experiences during the pandemic. Finally, the need for studies on the topic to be expanded seems clear, not only in relation to carrying out new searches in other virtual libraries, aiming to expand and enrich the results, with the aim of analyzing students' mental health knowledge post-pandemic through scientific productions, as well as field research to obtain a better understanding of the object of study in question.Item Os impactos do ensino remoto nas aulas de educação física de professores do ensino médio no período pandêmico de COVID-19(2023-04-30) Sanguinett, Rivaldo Reis; Mello, Rachel Costa de Azevedo; http://lattes.cnpq.br/8749101676171464; http://lattes.cnpq.br/1445371799321987The research object of study is remote teaching in schools in a specific component of the curriculum: Physical Education. So we ask: what impacts does Remote Teaching have on High School Physical Education classes from the perspective of teachers in the period of the Covid 19 Pandemic? We defined as a general objective: to analyze impacts of Remote Teaching in Physical Education classes of High School teachers during the Covid 19 Pandemic period. of high school teachers in the Covid 19 Pandemic period; to analyze changes proposed in the teaching process by High School Physical Education teachers during the Covid 19 Pandemic period. from the Google Forms platform. Teachers who teach in the remote emergency period in the first year of high school classes were chosen for the field research sampling. The analysis of the forms was carried out using the methodology of Discursive Textual Analysis by MORAES and GALIAZZI (2006). As a conclusion of the research, we can say that the impacts of remote teaching of physical education in high school were considered negative in relation to infrastructure. However, it was possible to highlight successful activities that remained as a legacy. Advances in the use of new technologies and pedagogical tools in physical education classes.Item Avaliação da aprendizagem: superando desafios na educação física escolar durante o ensino remoto emergencial(2023-05-04) Almeida, Isabella Maria França Severo de; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185This study aims to analyze the evaluative practice of Physical Education (PE) at school during Emergency Remote Teaching (ERE), verifying which evaluation strategies were used in the pedagogical practice and highlighting the main challenges and possibilities encountered to evaluate student learning. in a remote context. The research was guided by a qualitative approach and carried out based on the action-research method, intending to understand the strategies used to overcome the challenges of assessing learning in school PE during the ERE. To this end, the evaluative practices of the EF curricular component, which occurred during the ERE, in the 3rd two-month period of the 2021 school year, in a 9th grade class of Elementary School II, of a Federal Public School, were considered, through observations and interventions carried out for the discipline of Mandatory Supervised Internship III, of the Degree in Physical Education at the Federal Rural University of Pernambuco (UFRPE). From the studies, it was possible to perceive how much the evaluation of learning is a complex process and how it becomes even more complex when brought to the school PE, due to the specificities and the difficulty of the area in legitimizing itself as a curricular component in the school. However, it was found with the research that it is possible to overcome the challenges of the existing evaluation, in addition to those resulting from the ERE, using strategies such as the diversification of techniques, instruments and criteria to evaluate the students' learning, considering them diverse subjects, with different cognitive, affective and sociocultural abilities. Therefore, the research collaborated for the development of knowledge about the evaluation of learning in school PE in remote teaching, showing the possibilities of planning and carrying out an intentional evaluative practice in this context, an evaluation that evaluates in a continuous, procedural, qualitative and that, above all, consider the student as an integral being, understanding him in his entirety and from his reality, and more, that is based on consolidated theories and methodologies, such as the Historical-Critical Pedagogy and the Critical-Overcoming Pedagogy.Item Impactos da pandemia da COVID-19 nas aulas de educação física: um estudo de revisão narrativa(2022-10-03) Barros, Stephanny Manuelly do Nascimento; Farah, Breno Quintella; http://lattes.cnpq.br/6914216878368661; http://lattes.cnpq.br/2746285589502216The last few years have been marked by the pandemic caused by the new coronavirus that has hit the whole world. This led to the stop of services, one of them was the school service. In view of this, an ordinance was published, Diário Oficial da União, which provides for the suspension of face-to-face classes in public and private schools, a fact that generated several repercussions on teaching methodologies in different disciplines. Therefore, the objective of this work was to analyze the main impacts of the Covid-19 pandemic on Physical Education classes. To this end, a narrative review was used, which included 12 original scientific studies and of reviews, taken from SciELO, PubMed, LILACS and journals classified between A2 to B2 by Qualis Capes, laws and ordinances to understand the impact of COVID-19 on Physical Education classes. The results are presented qualitatively and quantitatively, they showed a greater impact on learning in low-income students compared to high-income students, difficulties in the availability of space for carrying out activities, in addition to obstacles in the educational process. A considerable part of Physical Education teachers in Brazilian basic education had to re-signify their teaching practices to adapt to the remote teaching format, there was also a low adherence to classes by students due to access to the necessary technological resources for class participation, in addition to the work overload sustained by teachers and the social differences between the poorest sections of the population in terms of access to education. Many problems that existed before the pandemic persisted during it. In this way, it appears that the pandemic negatively affected, to a large extent, the conduction of Physical Education classes in the remote format.Item Meditação de atenção plena e educação: uma proposta no ensino remoto(2021-12-06) Moura, Lucas Rumeningg Nunes de; Nogueira, Romildo de Albuquerque; http://lattes.cnpq.br/1632012172045871; http://lattes.cnpq.br/3947188915595828The COVID-19 pandemic revealed several problems of social inequalities in Brazilian educational institutions. The state's inability to meet all these needs, given the reality of socioeconomic vulnerability that plagues our country, revealed our great social inequality, especially in the teaching and learning process. Some problematic issues were revealed with remote teaching, one of which is the lack of attention of students during virtual classes, considering that both teachers and students were not prepared for remote teaching and learning processes and, therefore, dispersion, low learning rate and, consequently, school dropout were observed in educational institutions. This monograph aims to propose the use of Mindfulness Meditation (MM) as a pedagogical practice for self-regulation of attention through a practice in three stages, as a strategy to keep the student involved with the teaching and learning process carried out in online classes. To achieve this objective, an exploratory research with a qualitative approach was carried out, which used data collection through a literature review to analyze the academic production showing the contributions of MM in pedagogical practices, in order to trace its benefits in facing the difficulties and adaptations in remote learning. Based on the consulted literature, the process of applying MM was described, identifying the main strengths and difficulties in the development of this practice, and a guide for applying the MM to remote learning was proposed. It is concluded, from the literature review and the analysis undertaken, that the experience of meditation is positively reflected in different aspects of the practitioner's life. The MM is a powerful tool for the Physical Education teacher to maintain the involvement of students, develop an environment conducive to learning, physical and psychological well-being and explore new applications for meditative practices. The literature analysis reveals a promising scenario involving meditation and education, and the benefits identified for the area of education and cognitive processes are encouraging.Item Abordagens de questões étnico-raciais nas aulas de educação física(2021-11-30) Araújo, José Wagner de Lima; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/0485749609983259This work sought to understand the contributions of ethnic-racial relations approaches in Physical Education classes for the anti-racist training of students. The systematization of didactic texts for teaching the game perceives the challenges, the possibilities and understands the importance of providing an affinity with this culture. The research was carried out from the qualitative method, specifically, an action research developed in the discipline of Obligatory Supervised Internship in Physical Education III - Federal Rural University of Pernambuco (UFRPE). The research universe was the 5th year class of Elementary School at Escola Municipal Adélia Carneiro Pedrosa, in a quilombola community in the municipality of Goiana-PE, through remote education. The results induced that when we establish ethnic-racial relations with the contents of Physical Education, we legitimize this contribution, we provide affinity with this culture, in order to build anti-racist thoughts. It is concluded that the study contributed to the expansion of knowledge by adopting approaches to ethnic-racial relations in Physical Education classes, enriching the discussion on the subject and contributing to the production of knowledge in the field of Physical Education.Item A educação física escolar no ensino remoto emergencial: realidade e possibilidades(2022-05-27) Ferreira, Cleiton José de Melo; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/9904147109400871The present sought the pedagogical school of Physics teachers during the Emergency Remote Teaching (ERE) identifying the challenges caused by remote teaching for the public school and being studied as pedagogical-didactic-pedagogical possibilities for classes Physical Education practices. Pandemic Experiences and Social Isolation, in the most critical period of life-19, made that students and teachers were directly crossed by the ERE and, with all its particular pandemics, the context of the school with EF and about the pedagogical practice of the students. Teachers in this period, which highlighted the precariousness of Brazilian Public Education and the contradictions imposed by capitalist society. The research built was based on the methodological contribution of historical-dialectical materialism. The work had as a data collection instrument the semi-structured interview, investigated from the categorical content analysis by theme. The interview was conducted with an EF teacher from Colégio de Aplicação/UFPE who was teaching classes in the first semester of 2021, during the ERE. The study the condition of PE as a curricular component of a fundamentally practical nature, which finds in the ERE a great challenge with its responsibility in the process of scientific responsibility constitutive in the body culture, which directly reflects on school life and on the critical formation of students and teachers.Item Impacto causado pela pandemia do COVID-19 no rendimento acadêmico dos estudantes de educação física: um estudo de caso no curso de Licenciatura em Educação Física da UFRPE(2022-06-03) Souza Filho, Waldomiro Severino de; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221The suspension of face-to-face classes caused by the Covid-19 pandemic, led to the adoption and execution of the Exceptional Academic Period (PLE) in Brazilian federal public universities through the publication of Resolutions nº 85/2020 and after nº 185/2020. The Federal Rural University of Pernambuco, in compliance with these resolutions, started to offer, in remote format, curricular subjects and other activities, due to the suspension of face-to-face activities as recommended. With the provision of emergency remote teaching, the facilities and difficulties provided by its adoption in higher education began to be discussed. In view of this context, we start from the following concern: What are the impacts caused by the Sars-Cov-2 (Covid-19) pandemic on the academic performance of students of the Degree in Physical Education at the Federal Rural University of Pernambuco? To answer this question, the general objective was proposed to identify the impacts caused by the Sars-Cov-2 (Covid-19) pandemic on the Degree in Physical Education at UFRPE, and as specific objectives: 1- Identify the differences between the Remote Learning and Distance Learning (EAD); 2- Identify how the Degree in Physical Education was organized to fulfill the pedagogical activities and to account for its eminently practical character in the social distance imposed during the Covid-19 pandemic; and 3- Identify some positive and negative aspects that facilitated and/or were impediments to teaching activities during the Sars-Cov-2 (Covid-19) pandemic for teachers and students. The present study consists of a qualitative research that aims to produce information, we use as a strategy the case study, about a current phenomenon in a real context, the case of the Degree Course in Physical Education at UFRPE in the face of the Covid-19 pandemic. Documents produced by UFRPE and by the course in its collegiate were analyzed. The results found when we analyzed the technical report of the DEFIS Teaching Commission, and by the Structuring Teaching Nucleus, point out as a positive consequence for students the opportunity to complete the course and for teachers to take a course in the area of information technology and as a consequence negative: lack and/or difficulty in connecting to the internet, lack of computer, difficulty in concentration for students and teachers, lack of mastery of platforms and lack of pedagogical practice to work with practical subjects. These negative factors were some of the main impacting consequences for the academic performance of UFRPE students.