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
Navegar
2 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 Educação Física no Novo Ensino Médio: uma análise sobre as publicações do CONBRACE 2019 e 2021(2022-10-10) Xavier, Rebeca Lucia; Lira, Maria Helena Câmara; http://lattes.cnpq.br/1315487815493191; http://lattes.cnpq.br/7036079624341930Physical Education has as knowledge areaffe the body culture (game, sport, gymnastics, dance and fight). The pedagogical treatment of this knowledge at school is of great importance for human formation. During its trajectory as a curricular component, Physical Education assumed discourses that permeate hygienism, militarism, and sports performance. From the 1980s onwards, it began to look more progressive due to the social and historical moment of re-democratization that the country was going through. In this context, academic contributions began in the area. Currently, despite the enrichment concerning its role and the foundation of its pedagogical practices, School Physical Education has its legitimacy and autonomy in the school curriculum questioned. Its field of action is still conflicting regarding its pedagogical and ideological nature. High school is an important stage in which students complete their trajectory in basic education. This step is the subject of great discussions, a stage of constant changes, and the dichotomy between propaedeutic education and professional technical education. High school recently underwent a new restructuring through the High School Reform, and the Physical Education curricular component underwent significant changes. According to the points we have exposed so far, we defined the general objective of this study to analyze the debate held in the CONBRACE publications (2019 and 2021) that deal with School Physical Education through bibliographic research. We identified in the publications that there are consensuses regarding concerns about the configuration of the Physical Education curriculum component in the High School Reform.