Licenciatura em Educação Física (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/20
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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 Educação Física escolar: uma análise da temática luta na produção do GTT Escola/CBCE(2023-09-18) Souza, Ricardo Lima de; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/0663522226250388This research aims to analyze the teaching of the Fight theme in Physical Education classes, verifying its pedagogical possibilities based on studies published in the annals of the Brazilian Congress of Sports Sciences available on the website of the Brazilian College of Sports Sciences, presented in the editions of last five years. A bibliographic-documentary research was carried out, of a qualitative nature. The analysis was carried out based on studies presented in the last three editions of the aforementioned Congress, which cover the period from 2017 to 2021. As an inclusion criterion for the analysis, studies were highlighted that report on the teaching of fighting in School Physical Education classes at based on the pedagogical practice of the Physical Education teacher. Thirty works on the content were identified, however, in the specificity of this research, it was determined that the context of pedagogical practice would meet the objectives of the study around the teacher's field of intervention. Thus, eleven works met the inclusion and analysis criteria of this research. After analysis, it was possible to understand what studies say about teaching fighting in schools, based on the pedagogical practice of the Physical Education teacher, and realize that there have been advances regarding the implementation of proposals for the teaching of Fighting content within the scope of school Physical Education. However, this process takes place gradually due to factors that still interfere with the pedagogical intervention and which, at times, are seen as restrictive of the teacher's practice. It is noteworthy that the research presented in the congress editions covers a range of interventions, ranging from the theoretical to the practical level, suggesting the existence of a relevant relationship between theoretical research and practical application in the context of Fighting teaching. This trend suggests that experiences related to fight content play a significant role in consolidating and legitimizing this content in the school environment.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 As relações entre o ciclo de vida profissional dos docentes e a prática pedagógica na disciplina curricular de Educação Física escolar(2022-10-07) Almeida, Danyelle Heloisa Alves de; Lima, Ricardo Bezerra Torres; http://lattes.cnpq.br/0128873517491860; http://lattes.cnpq.br/3340170275863580In basic education, teachers work at various stages of the teaching professional life cycle. According to Michael Huberman, each phase has specificities arising from several factors. Given this, this research has the general objective to characterize the original articles published since 2014 that analyze the relationships between the professional teaching life cycle and the pedagogical practice in school Physical Education. A systematic review of a qualitative approach was conducted looking for original articles published between 2014 and 2021 in databases and journals in the area of Physical Education, transformed between A1 and B3 in the Sucupira Platform. From selected criteria, twelve articles were selected. Profession time is a fundamental element for didactic improvement, given the limitations of initial training. In addition to practical experiences, continuous training contributes to the process of improving the teaching career. Thus, the individual gradually builds his professional identity.Item Recomendações didático-metodológicas para a prática pedagógica da educação física na Educação de Jovens e Adultos: uma revisão sistemática(2021-12-08) Pinheiro, Rafael Lutemberg; Lima, Ricardo Bezerra Torres; http://lattes.cnpq.br/0128873517491860; http://lattes.cnpq.br/1180447237638262Youth and Adult Education (EJA) is a teaching modality that over time has been discredited by public education policies, and which has had little space in the scientific debate in this field. Due to the limitation of initial training and this lack of studies in the area, teachers end up adapting Physical Education methodologies from regular education to EJA teaching. Thus, this study aims to examine how the main periodicals in the area are approaching Physical Education in the context of EJA, and the didactic-methodological propositions extracted. For this, a systematic review was developed on the LILACS portal, from the descriptors Physical Education, EJA, education, youth, adults, teacher, teaching, proposals, practice, etc. Six articles were found for the discussion of this research, and classified into three categories. In content analysis, it was observed how this theme has been debated in research in the area and how didactic-methodological proposals are presented. In general, Physical Education in EJA is being little debated and, consequently, a low number of didactic-methodological proposals are being presented. However, what was identified from the analysis of the extracted articles is that these propositions found indicate that the teaching of Physical Education in EJA needs to be developed from a critical perspective of education and should start from the accumulation of experience that the student already has, the contents need to be contextualized with the reality of these students, also respecting the diversity found in the classes and their specificities.Item O impacto da infraestrutura nas aulas de educação física na rede pública de ensino do município do Jaboatão dos Guararapes(2021-02-25) Silva, Rafael Farias da; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185O presente estudo tem como objetivo analisar a prática pedagógica dos professores de Educação Física da Rede Municipal de Ensino do Jaboatão dos Guararapes - PE, frente à ausência de espaços adequados para realização de aulas. Sendo assim, traçamos como objetivos específicos: descrever os espaços físicos utilizados pelos professores de EF; reconhecer os limites e possibilidades do trato com o conhecimento nas aulas de Educação Física. O interesse pelo estudo parte das experiências ocorridas durante a formação acadêmica no curso de Licenciatura em Educação Física, da Universidade Federal Rural de Pernambuco (UFRPE), na qual tivemos a oportunidade através da disciplina de Estágio Supervisionado de acompanhar o trabalho pedagógico realizado por alguns professores em unidades educacionais do Estado. Percebemos nesses locais que os planejamentos das aulas de Educação Física são frequentemente adaptados e readaptados, muitas vezes por falta de estruturas no tocante a espaços e equipamentos, ou até mesmo inalterados, ficando suas práticas, devido às condições de trabalho do professor, passível e restrita a prática do “rolar bola”. Vimos e sentimos ao intervir, quão desafiador é o trabalho do professor no seu dia a dia, frente à ausência de espaços adequados e de recursos para ministrar suas aulas e como esses elementos são importantes, pois sua falta compromete direta e indiretamente o trabalho pedagógico do professor de Educação Física. O percurso metodológico desta pesquisa foi balizado pelas seguintes orientações: tratou-se de uma pesquisa descritiva, de natureza qualitativa, que teve como instrumento de coleta dos dados, das transcrições das falas dos participantes do vídeo-denúncia, realizado pelo Sindicato de trabalhadores em educação do Jaboatão dos Guararapes-PE, do qual trouxeram elementos que foram interpretados, e dessa forma, contribuíram para reconhecer os limites da prática pedagógica no cotidiano da escola. As interpretações foram construídas a partir da triangulação dos grupos de análises, com a transcrição das falas dos participantes da denúncia, da seleção dos eventos críticos e com o referencial teórico utilizado no estudo.Item Programa Residência Pedagógica: contribuições à formação inicial de professores de educação física(2021-12-01) Ferreira, Marcilio Felix; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/3304918830917105The present work proposes the analysis of the Pedagogical Residency Program with a method to identify its contributions to the initial training of teachers from their theoretical training and practical experience in the field school of undergraduate students of the Physical Education Licentiate Course at the Federal University Rural de Pernambuco (UFRPE) during the period from August 2018 to January 2020. In this sense, we will discuss the importance of initial teacher training, at the same time identifying the contributions of the Pedagogical Residency Program and what it brings with it of relevance for the advancement and improvement of teacher training courses so that residents can acquire professional experiences with quality to meet the demand of basic education in Brazil. Faced with this question, the study is qualitative research with a documentary nature, having as sources for this study: the plan of activities that were acquired by the residents, as well as the questionnaire regarding the productions carried out by each resident within the school. field and the final report, requested as a requirement for completing the program. Based on a content analysis of documents that intend to identify that the contributions of the Pedagogical Residency Program to the initial training of teachers in the Physical Education Licentiate Course at UFRPE, are related to the practical experience of residents on the school floor, the development professional safety and autonomy in the classroom, construction of professional identity, preparation and planning of classes throughout the school year, as well as a greater commitment to the school education of children and adolescents in basic education, starting with Physical Education.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 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 organização do trabalho pedagógico nas aulas de Educação Física: uma experiência no Programa Residência Pedagógica(2021-07-09) Lima, Gerson Anderson Marinho de; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/2037083614885155The present study aimed to analyze the organization process of school pedagogical work, through the Residence Pedagogical Program (RPP) from Universidade Federal Rural de Pernambuco (UFRPE). Thus, it was a secondary objective to acknowledge pedagogical work elements and to describe its pedagogical practice developed in Physical Education (PE) class. The interest in this study emerged from experiences lived during the residence in RPP offered by Physical Education degree course from UFRPE. It is possible to observe that the organization of school pedagogical work is considered relevant by the school where the residence occurred. Also, it is taken under consideration for the success of PE class. During RPP it was possible to observed closely how the process occurred while participating in the school routine and PE classes. It was a qualitative research, with a participatory design. Participated in this research one federal public school from Recife. Data collection used a field diary as an instrument, which was written during RPP. Content analysis was performed to analyze the context of organization of school pedagogical work in PE class. When it concerns to the register, it was established dialectical pairs: objective/assessment and content/methods. Those pairs revealed indicators which afterwards were interpreted and contributed to describe pedagogical practices in the school routine. Therefore, it is well appreciated when PE teacher understands the organization of school pedagogical work to lead their pedagogical practice, as well as for the importance of programs for beginner teachers which possibly starts their experience in the school routine.