Mestrado em Educação Física

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Regenerar, civilizar, modernizar e nacionalizar : a educação física e a infância em revista nas décadas de 1930 e 1940
(Universidade Federal do Espírito Santo, 2008-03-06) Berto, Rosianny Campos; Schneider, Omar; Ferreira Neto, Amarílio; Silva, Otávio Guimarães Tavares da; Simões, Regina Helena Silva
The work aims at understanding the way how the representations on children education in or outside the school were produced and transmitted during 1930 and 1940, investigating how the knowledge was approached by different groups of intellectuals that projected Physical Education in that period. It uses as sources/objects the Revista de Educação Física (do Exército) and the magazine called Educação Physica, periodicals circulating simultaneously during the years 1932 and 1945 in Brazil, and constituted a documental study corpus. The first one is a strategic device of the soldiers of the Escola deEducação Física do Exército and the second, produced as tactics that represent the ideals of a group of Physical Education teachers linked to the Christian Association of Boys. It analyses the way the prescription produced by the intellectual groups that supported the periodicals, for instance, necessary knowledge to the children education circulated in that period. It uses as theoretical referential the cultural history and the propositions related to the attention to objects in its materiality. This way, the study stands out the discursive and non-discursive devices that modeled the ways to give meaning to Physical Education when highlighting children education. It examines the representations fights(CHARTIER, 1988) by actors who, in the production of the printed material like power places (CERTEAU, 2004), made knowledge to circulate and gave to reading and seeing exemplary forms of projecting Physical Education as a school subject and as an extra-curricular practice. The thematic transmitted by the magazines make possible the visualization of approximations and separations among them, so that similarities were indicated in relation to prescriptions for Physical Education. When centered on children education, both circulars had as motto the senses education. It is also possible to note that both periodicals present the game as the main content prescribed for children, it would assist best the children peculiarities, emphasizing that, in the school ambit, such prescriptions used the French method as parameter, made official in Brazilian schools. Thus, when looking at the ones who produced the periodicals and the ones who wrote for them, it is possible to note the existence of certain circulation of that actors by space in constitution, it is possible to realize representations shared and the cordialities relations, creating sociability nets (SIRINELLI, 1996) at the same time when it is possible to highlight that, in this movement, the competition by the dominion of such place of authorized speech is present. The prescriptions transmitted in the magazines enabled the understanding that the Physical Education school ideal was marked by places of power where actors from different groups of the magazine used to speak. However, the knowledge indicates common goals focusing on the formation of “children souls” and the preparation for the future. Education project that implicated the change of behaviors and acquisition of healthy and hygienic habits thatcould reflect an ideal of new man and of regenerated race, accordant with the modern proposals in evidence in the first decades of the twentieth century in the country.
Nas trilhas da atividade docente : análise da relação saúde-trabalho de professores de Educação Física no cotidiano escolar
(Universidade Federal do Espírito Santo, 2008-05-21) Almeida, Ueberson Ribeiro; Heckert, Ana Lúcia Coelho; Paiva, Fernanda Simone Lopes de; Barros, Maria Elizabeth Barros de
The research investigates the health-work relation in the activity of Physical Education teachers in a public polyvalent school, aiming at understanding how teachers have been dealing with daily adversities and noxiousness in favor to the production of health at work. To do so, it is based on the Ergology-Ethnography articulation as theoretical-methodological framework, having the Ethnography as methodological instrument considering the data production and Ergology as motto of working analysis. It talks about the concept of Activity and Work by the Ergology point of view, therefore activity as space of intelligent micro management that are produced in the gap between the antecedent norms (prescriptions, orders, codes, concepts, knowledge, values) and the real work. The work is conceived as “uses of itself by itself and others”; expression of value games and constructed norms, not “somewhere” else, but in the ambit of the working, political and society places. It adopts the concept of “vitalistic” health of Georges Canguilhem, whose understanding breaks with the doctor-biologicist model that leases normality to health through statistical patterns and proposes that it is only possible to know the health condition when people are considered in relation to their ways and potencies to create singular norms able to make life “livable”. It concludes that some values, norms and prescriptions that cross the Physical Education teachers’ work have been using modes of subjectivity that force teachers to do a “bad” job when they reduce the autonomy, not value their knowledge and give low symbolic value to their activity. On the other hand, it shows that teachers struggle creating defenses against suffering, and that, specially, through activity, renormalize; create rules, prescriptions, and norms; produce health at work. It is also understood that knowledge and “uses” mobilized by the teachers trespass the pedagogical ideal of the Physical Education subject, what enables to affirm that teachers engage more of themselves in the work than the tasks solicit.
A reflexividade nos discursos identitários da capoeira
(Universidade Federal do Espírito Santo, 2008-07-07) Almeida, Juliana Azevedo de; Soares, Antônio Jorge Gonçalves; Silva, Otávio Guimarães Tavares da; Vieira, Luiz Renato
The research identifies how the “capoeira” identitary narratives are structured and legitimated, having as basis the reflexive modernity. The reflexive process takes place through the information between the different fields of knowledge production about a determined social practice that is always under reformulation (GIDDENS, 2002). This way, the study verifies how the “capoeira” discourse interpretation produced by practitioners and academics in the speeches of the daily life and texts is made. First of all, it maps and analyses the discourses about the “capoeira” linked to the magazine “Revista Brasileira de Ciências do Esporte” (RBCE), concluding that the same brings, between the lines, the conservator and nationalist tone that intends to rescue/preserve ethno cultural “capoeira” trace. After, it identifies and interprets the elements and ways of identitary affirmation produced in a “capoeira” group, tracing a parallel with the academic discourses analyzed. The work has as methodological tool the ethnography and uses the participant observation and semi structured interviews as instruments for data collection. It proves the existence of reflexivity among the discourses of the fields mentioned; however, it calls attention for the articulation with other systems of information production and for the factors of the reflexive process that filters the knowledge and promotes the specificities of each “capoeira” group and each society. Besides, it points the relations between the representations of the practical environment and the reality of the Brazilian society, highlighting that the practitioners discourse is more innovator than the academic one. Although, in essence, both discourses are similar, because they value cultural elements (re)affirming the Brazilian way and reproduce values of a country marked by traditionalism. Such tendency of discourses, besides searching for standing out the “value” of “capoeira” in the markets, it also represents a way to make stronger the links with the nation in the midst of risks and uncertainness of the modernity. It concludes that, in “capoeira”, the reflexivity is manifested in an incomplete way, what represents the actual reality of a country that is in process of modernization and, consequently, of reappearing of the national
No cotidiano da inovação e a inovação no cotidiano da prática pedagógica em educação física
(Universidade Federal do Espírito Santo, 2008-09-15) Silva, Mauro Sérgio da; Bracht, Valter; Vago, Tarcísio Mauro; Carvalho, Janete Magallhães
This essay aims to understand how a pedagogical practice is built which seeks to break with the tradition of Physical Education with the means of the reconstruction of the school culture of this teaching subject. Besides, it searches to provide to this experience a greater visibility about the possibilities built for the Physical Education classes. It discusses a case study of ethnographic nature, done with a teacher of the Education Municipal System of Vitória-ES who seeks to reconstruct the school culture of Physical Education. Some instruments of data collection were used, such as: field diary, interviews, dialogue records, photographies and videos. The pedagogical practice presented and discussed in this research is characterized by the preoccupation in democratizing the knowledge dealt with in the Physical Education classes, providing through the learning-teaching process, the enlargement of the heritage of the students concerning the study themes of the movement body culture. The teacher seeks to build a change in meaning of doing Physical Education, being mentioned the dimensions of knowing-how to do, knowing-about-the-how to do and to know-how-to relate. It also focuses the teacher‟s creativity in facing the resistances and conflicts arisen by such practice. We noticed that the search for professional recognition and a loving relation, constituted references for the development of the learnings in a contextualized and coherent manner with the school reality. The Physical Education class in the investigated practice constitutes itself in a social meeting when sensations and positive and/or negative feelings are lived and generate conflicts, such conflicts are mediated by the tender and respectful relation between both students and teacher. We used Honneth‟s recognition theory (2003) as an alternative for an analysis of issues emerged from the practice. We aim with this research to provide a greater visibility to the practices built in a school context favorable to the sharing of ideas, in which the critical and collaborative dialogue arouses new possibilities for the practices can be thought and improved from the collective reflection.
A ação-reflexão-ação dos saberes docentes dos mestres de karatê : construindo indicadores para a transformação da prática pedagógica
(Universidade Federal do Espírito Santo, 2008-11-21) Lopes, Yúri Márcio e Silva; Silva, Otávio Guimarães Tavares da; Borges, Carlos Nazareno Ferreira; Carvalho, Francisco Mauri de
Derrotas da seleção brasileira : futebol e identidade nas crônicas de Tostão
(Universidade Federal do Espírito Santo, 2009-04-23) Costa, Felipe Rodrigues da; Soares, Antonio Jorge Gonçalves; Silva, Otávio Guimarães Tavares da; Ferreira Neto, Amarílio; Salvador, Marco Antonio Santoro
This study fits into the theoretical framework that seeks to understand the identity construction processes in football. The identities are continually affirmed in the contested space of social memory, in the different sources of record. The objective of this research is to analyze the process of identity construction of the Brazilian football from speeches and pictures of nationalities present in the discourse of sports chronic journalism. In order to delimit the focus of observation, the study takes Tostão, exfootball player and renowned sports chronicler, and his sports chronics as a source to analyze how this character participates in the construction of social memory and in the identity of the national football. A total of 766 chronic was raised and categorized in 21 categories. From this analysis were selected about 40 chronics. The theme of further approach by the chronicler Tostão is the Brazilian National Team, which was subject of 368 chronics (corresponding to 48,04% of publications between 1998 and 2005), which justifies the choice of this thematic. The reading of this period set, besides the familiarization with the object to be studied, the selection process of the subject to be discussed along the study. It also focuses on elements of the biography of Tostão as a player to understand how this actor negotiates and affirms in the present a identitary ideal for the Brazilian football. By the analysis of the speeches presents in the moments of failure of the Brazilian football, this study seeks to identify the narratives of maintenance of discourse of the “art- football” characteristic of the Brazilian football, and the discursive context made by the chronicler Tostão. Thus, it works the notion of the discursive context and the speech analysis, valuing the constructed signification and interpreting as close as possible from the assigned meaning. I concluded there is an attempt from Tostão to gain the recognition that would be due to him inside the representativeness of the 1970 FIFA World Cup conquest, in Mexico, realizing, in his facts review, the desire to be rethought his place beside players related with the genuine Brazilian football.
Experiências profissionais na escola e os sentidos da educação física
(Universidade Federal do Espírito Santo, 2009-04-24) Loyola, Rosangela da Conceição; Della Fonte, Sandra Soares; Figueiredo, Zenólia Christina Campos; Bracht, Valter; Günther, Maria Cecília Camargo; Cararo, José Américo
The current study aims at understanding in what way professional experiences make Physical Education a singular subject in the school context. We developed the research at a city school in Vitória-ES. In this sense, we searched for interaction spaces in which there were a greater number of experiences made by professionals. The approximation with the problem and the interpretations were based on the action theory. We chose a methodology of qualitative approach for the ethnographic study and for the participant observation. For so, we used as an instrument of data collecting the dialogs established with the professionals, the observation of spaces/interaction time, the analysis of the documents produced by the school. The subjects of the research were: the School Principal, the pedagogical professionals, the class teachers and the Physical Education instructors. As a result, we found four fundamental categories. Physical Education appears as a joker, a smaller subject, the Center of festivities and a place of great tension between professionalization and non-professionalization. The legitimacy of Physical Education into the Institution comes not for the recognition of its contents, but for the potential of support to the other subjects, its content and institutional organization. The representations built around Physical Education in this school cannot be abstracted from its specific knowledge, a fact that sometimes may not be noticed by professionals. In this conflicting game, Physical Education is sometimes in a way to be valued, sometimes in a way to be devalued as this devaluation tends to move through the school universe and although there was a certain meaning of appreciation of the subject in some punctual moments, sometimes fragile ones have occurred
Esporte e valores sociais
(Universidade Federal do Espírito Santo, 2009-07-25) Kirst, Flavio Valdir; Silva, Otávio Guimarães Tavares da; Reppold Filho, Alberto Reinaldo; Bracht, Valter
There is a consensus on the fact that the sport, as socializing tool, could be a source of social guiding values, whether positive or negative. However, there is a lack of empirical data to support such consensus. The aim of this paper was to investigate if the sport values are, in fact, present in other spheres of sportsman/sportswoman social life, taking as theoretical references the Critical Theory of Sport and the Theory of Brazilian Dilemma. We adopted a semi-structured questionnaire with five attitude scales related to the following categories: 1) discipline, 2) ability of social navigation, 3) fungible principle, 4) meritocracy, 5) principle of performance, 6) reorganization of order. The research locus was the national round of the 15 to 17 years old School Olympics (João Pessoa, PB, 2008). 498 questionnaires was released to athletics, basketball, futsal, judo, handball and volleyball athletes. 261 questionnaires were answered. The Chi-Square was used to test discrepancies according to sex and sport. To better interpret data, in-depth interviews were conducted with 21 respondents. The results confirmed Critical Theory postulates related to the categories ‘discipline’, ‘fungible principle’, ‘meritocracy’ and ‘performance principle’. However, one could observe divergences toward the notions of unconditional respect of the rules and hierarchies, the belief of the victory as a personal merit, and the winning as a ultimate goal. On the other hand, the results confirmed postulates related to the categories of ability of social navigation, meritocracy and the reorganization of order of the Brazilian Dilemma Theory. One could assert an uncertainty between opposed social values. Thus, we can think on complementarities between different social theories rather than an opposition.
A capoeira na roda da escola e seu jogo com as ambivalências, as contingências, as incertezas e os conflitos
(Universidade Federal do Espírito Santo, 2009-08-07) Penha, Vinícius; Bracht, Valter; Borges, Carlos Nazareno Ferreira; Chicon, José Francisco; Falcão, José Luiz Cirqueira
The objective of this dissertation is to investigate the Capoeira process insertion, a bodily cultural movement manifestation, in the school context, approaching the following subjects as research guides: How Capoeira goes into the schools? What are the impacts that Capoeira suffers to become a dimension of a true culture in the school context? The answers of this questions are linked to discussions related to the school, the culture, the physical education and Capoeira, having as methodology of research, the field work with beliefs of a qualitative research, involving cases like ethnographycal “type”. In this way, two elementary schools located in Serra City, Espírito Santo State, were chosen as a research field for this work development; During a visit to one of this school was possible to observe not just the Capoeira’s classes through the Capoeira shop, but also the physical education classes, approaching its school context insertion process, considering a school that works based on beliefs of a solid modernity, therefore, having as target to establish and keep the order. Along this work, will be related about this objectives problems, mainly in the established relations between the Capoeira and the physical education. In another school, the observation was centered only at the Capoeira shop, because it inserts itself in the school through sport. We reinforce that in both school, the Capoeira shop performs through a federal government program, called Programa Escola Aberta. It will be described about the problems related to the way to define what Capoeira is. However, there is not purpose to state the Capoeira insertion model in school context, but to know one of the ways that Capoeira was inserted in a determined school context. In this way, we investigated how Capoeira is approached in the schools and how its agents deal with the ambiguities, the uncertainties, the contingencies and the existing conflicts in the school context that must be considered as positives points in the education process, once that they allow to increase the knowledge production possibilities.
O percurso da educação física na educação infantil no município de Vitória (ES)
(Universidade Federal do Espírito Santo, 2009-09-29) Anjos, Aline Rodrigues Oliveira dos; Bracht, Valter; Della Fonte, Sandra Soares
The aims of this paper are: comprehend the process of inplemantion/crises of Physical Education in the Child education in the municipal system teaching of Vitória/ES; build the arguments that justified the insertion of this subject in this educational system; and verify how teachers experience Physical Education in Child Education.The focus of this work is the construction of the school subjects, emphasizing the insertion of Physical Education in Child Education.Trace a fast historic broad view of this insertion in the educational system of Vitória.To help in the understanding of how this process is configured, exposes the thinking of some authors connected to the history of school subject to, after that, dialog with the trajectory of Physical Education in the Child Education in the system in question.The way delineated to this investigation persued the following trajectory: at first place, it searches a theoretical revision about the scenery of Child Education in Brazil and its “curricular” discussion; afterwards, enlarge the debate about Physical Education in Child Education; and, after, makes a historical recover (documents/memory) of Physical Education in Child Education of educational system of Vitória. Uses the exam of documents and collects information with the teachers that participated of the implementation (first moment) of Physical Education in Child education in this municipality.At last, proceeds the analyzes of the documentation found and the interviews. The analyzes of the mentionedcourse, allowed to identify different influencial factors of the implantion and the crises of Physical Education in Child Education in this educational system, among them the interests of groups of tension were school teachers, Physical Education teachers, and parents. Other factors are related with the economic, financial and political stress resulting of the insertion process of a “new curriculum component”. Despite recent advances, continues as challenges to Physical Education in this teaching segment: the pedagogical assertion through effective integration to the systemized educational process of Child Education; the initial training and the continuing education of Physical Education teachers capable to act in this specific segment; a systematization and organization of a specific content; and a better elucidation of the objectives of Physical Education in Child Education.
Educação Física Escolar: práticas de pesquisa e saberes científicos em revista (1979-2009)
(Universidade Federal do Espírito Santo, 2009-11-27) Corte, Rachel Borges; Ferreira Neto, Amarílio; Schneider, Omar; Lovisolo, Hugo Rodolfo
Aims to understand how were produced and broadcasted the representations presents in the discourses of the scholar Physical Education articulists on research practices and scientific knowledge in the last thirty years (1979-2009), and the representations of the historic process of the scientific thought consttuition of the ground through the employed theory-methodological resources by the researchers. Uses as source the Revista Brasileira de Ciências do Esporte (RBCE) (Brazillian Science of Sports Magazine), chancelled by the Colégio Brasileiro de Ciências do Esporte (CBCE) (Brazillian College of Scienece of Sports). The magazine appropriates itself of the discourses of the called “mother sciences”, aiming to be recognized as scientific authority of the ground. Understood as a strategical device of the senses conformation, the RBCE uses its power to determine what deserves to be broadcasted or/and to be preserved in the scientific área. Analyze the way of circulation of the Physical Education knowledge, its practitioners and practices. Has as theory reference the Chartier (1988) proposals on the representation fights by the scientific authority in an area full of interests and strategies that begins in the specific place of power (CERTEAU, 2007) - the CBCE. Among this author proposals, was also mobilized the notion of appropriation. The methodological basis was supported by the Ginzburg (2003) indiciary paradigm through wich was investigated what was said and not said in the publication. Was observed that studies on school appear fragmented into several issues, with various themes, using the space and its practitioners as a fertile ground for research, indicating that much has been published, but there are few studies that are aimed to pedagogical practice aiming at their reframing. Moreover, concludes that the specific theorizing on Physical Education focuses on the integration of different approaches, setting up a synthesizer theorizing knowledge in the light of the specific needs of educational practice.
Inclusão na educação física escolar : abrindo novas trilhas
(Universidade Federal do Espírito Santo, 2009-12-11) Abreu, José Roberto Gonçalves de; Chicon, José Francisco; Sá, Maria das Graças Carvalho Silva de; Bracht, Valter
Os jogos cooperativos e os processos de interação social
(Universidade Federal do Espírito Santo, 2010-03-29) Muniz, Igor Barbarioli; Borges, Carlos Nazareno Ferreira; Bracht, Valter; Lovisolo, Hugo Rodolfo
This study points out the implications of using Cooperative Games as a methodology for an education oriented exclusively on cooperation rather than competition and pedagogical devaluation of conflict. Based on the ideas of Terry Orlick and Fabio Brotto and prioritizing cooperation through obedience to therules of the game,it is speculated to what extent these games could contribute to the formation of accommodated, dependent, uncritical individuals. Hence, citizens unable to question the current order, rescuing or emphasizing peculiar gestures that are considered to belong to the Brazilian‘s people identity by great part of the Literature regarding Brazilian social thoughts, as well as in the case of cordiality. Therefore, dissertations and theses on Cooperative Games which had an educational perspective were analyzed. Their messages were evaluated through cutouts interpreted by content analysis of Laurence Bardin. Experiences with Cooperative Games held during a university experiment at a school in the Municipality of Vitória-ES were also analyzed, in addition to the ones in a pre-experimental workshop on Cooperative Games given during the teaching internship at the Federal University of Espírito Santo.The results show that the analyzed studies present a traditional view on Cooperative Games, understanding them as an appropriate activity to the learning of cooperation and solidarity. On the other hand, competitive games are criticized for emphasizing the domination, exclusion, dishonesty and aggression. While cooperation is supported with praise for developing positive social values, competition is more opposed than supported for being considered a problem for humanity, developing anti-social values. The reflection over the literature, especially from the works of Georg Simmel, Karl Marx, Max Weber, and Hugo Lovisolo Go Tani et al., intertwined with the analysis of empirical data, made possible to conclude that those cooperative situations were not always hegemonical positive nor beneficial to all participants of Cooperative Games. It was rescued from the game‘s classical literature, especially Johan Huizinga and Roger Caillois, that the essence of competition requires from the player more than physical ability to acclaim a winner, but also social and moral values, such as ethics, honor, chivalry and respect for rules and opponents. Those values are usually silenced in most academic studies analyzed.With the reflections of Richard Precht, it was also possible to affirm that the cooperation resulting from the submission and obedience to the rules of the game is a weak feeling of pleasure. Thus, it seems to be unable to produce a meaning in the players about the importance of acting altruistically. This may lead to the formation of submissive, uncritical and passive people. In addition, the competitive situations also marked the Cooperative Games and not necessarily provoked feelings of failure, inferiority and dissatisfaction to continue playing, much on the contrary, since in some cases it made the game more dynamic and productive.
As significações da educação física nas práticas docentes de uma professora
(Universidade Federal do Espírito Santo, 2010-03-30) Oliveira, Renata Guisso de; Figueiredo, Zenólia Christina Campos; Fonte, Sandra Soares Della; Mello, André da Silva; Terra, Dinah Vasconcellos
The objective of this investigation was to understand the signification of the Physical Education of the school, on the teaching practice of a teacher, as also her point of view on these practices. This research has, as specific objective, to understand the practices in a dialog with the literature and to indicate pathways to new comprehensions about this occupation. Beyond this, aim to analyze how these practices allow giving a signification to the Physical Education in the researched school. Determining these objectives, makes out that the possible theory-methodological pathways would follow by the professional relationships area, that is why the study supports itself in the Sociology and Education, searching a dialog with the application area: Physical Education. By the collected data, identifies four “signification elements” to, from an interpretative analysis based in the axis occupation-teaching-identities, search for possible significations to the Physical Education. These elements are: the teacher-students relationship, the social and economical context, the question on identities and the commitment of the teacher with the occupation, with herself and with the area. About the teacher-students relationship, apprehend that this matter shows its complexities, but, in this context, it is fundamental to the teaching, and learning process of the students. On the social and economical context, recognize that this is a determinant factor to the actions of Sofia, and to the Physical Education signification, once that the collaborator intends to always convert her teaching practice according to the local reality aiming the providing of the students necessities. About the construction of the personal and professional construction of the personality of Sofia, understand that they are constantly (re)constructed from herself or from somebody else, having as an implication in the Physical Education the fact that the teaching, as a Professional intervention in the social practice, is closely imbricate with the identities of the subjects, in the proportion that of them are required ethical and political behavior in the professional development. On the commitment with the occupation, with herself and with the area, understand that the development of a good work with the Physical Education is related with the professional engagement with these three factors
Amor à camisa? : conciliando razão e paixão no ambiente do futebol profissional
(Universidade Federal do Espírito Santo, 2010-03-31) Alves, Fábio Padilha; Silva, Otávio Guimarães Tavares da; Ferreira Neto, Amarílio; Paoli, Próspero Brum
We notice that the rationalization of practices that involve the professional soccer in Brazil has been more present, mostly intensified after the release of the law number 9615/98 (“Pelé Law”). This way, we have seen the insertion of business elements on clubs administration, which have transformed this sport into a great business. Another important characteristic of professional soccer, intensified in Brazilin the past years, is the great turnover of players, favored by the heating of the foot labor market. Especially motivated by professional matters – salary, working conditions and visibility – the athletes face apparent new scenery on the relations that involve soccer: the necessity to conciliate their own interests and the passion of the fans. So, there is a field of tensions inside opposing logics in which the athletes need to know how to deal with. So, this work aims at investigating the existence of such tensions on professional soccer, checking how the athletes build mediation strategies for the tensions that involve the rationality of the professional practice and the fans’ passion. In order to accomplish so, nine professional and former athletes who played in different clubs during their careers were interviewed. Through this research we have noticed that this commodification of soccer decisively influences the relation between athletes, fans and clubs. In this context, it must be detached the fact that players consider it important to stay a longer period in a club, claiming that this is a fundamental condition to create affective bonds, to participate on the community imagined by the fans and become an idol. However, due to ease salary gains that arise from transactions, the same players prefer to “slue around” instead of remaining at a club. In summary, we can say that the attempts of conciliation which were mapped do not mean a cold attitude or a negation of the practice, rational dimension of professional soccer, but a specific elaboration, necessary for a practice that, even in its professional dimension, seems to resist to rationalization
A docência em educação física na educação infantil : a (re)construção de práticas de formação continuada
(Universidade Federal do Espírito Santo, 2010-05-13) Francelino, Kenia dos Santos; Figueiredo, Zenólia Christina Campos; Della Fonte, Sandra Soares; Coco, Valdete; Fernandes, Natália
The study aims at identifying, analyzing and understanding the practices of continuing formation of a dynamistic Physical Education teacher working with Children Education of the municipal teaching system in the city of Vitória State of Espírito Santo, investigating the present meanings in such practices, relating them with the professional development of the teacher. To achieve the goal proposed by the research it was necessary to go deeper into the reality studied and also to identify some matters circumscribed related to conceptions about children, education, care and learning that are taken into consideration by the units of Children Education and by dynamistic teachers in the practices of continuing formation, as well as in what way those teachers recognize themselves as professionals. In order to choose a place and an individual, convergent instruments with qualitative investigation were used, searching for a teacher who had, besides a broader vision of continuing formation, practices of that formation that were thought and built to go beyond the formation proposition offered by the managers. Throughout the investigations, three axis of dialogue with the information occurred in the work field were configured: the continuing formation, Physical Education and Children Education, highlighting the recurrences and singularities that favored the comprehension of those formation practices and their meanings in the relations between the teachers themselves and with the others, with their records and the children. In the first axle, it was established a dialogue with their own selves in the attempt to be built as teachers, in the construction of identities, of new possibilities of self formation, in a personal effort of reflection on their actions. In the actions that remit to their personal and collective records, produced in the context of children’s Education, the records are characterized as an important indicative in the different functions of the pedagogical work and formation. Al last, the research refers to data, clues and daily pedagogical actions that signalize concrete situations of interaction between the teacher and the children, as well as materialization and reflection of their practices of continuing formation. The study considers singular the process of continuing formation, once it is through relations, interactions, actions and meanings created and established, individually or collectively, that such professional is constituted as a teacher, composes a story and (re)build practices of formation.
O desencontro : dança, escola e educação física
(Universidade Federal do Espírito Santo, 2010-07-12) Behring, Irene Maria Santos; Silva, Otávio Guimarães Tavares da; Paiva, Fernanda Simone Lopes de; Santos, Wagner dos
Pedagogia crítica, educação/educação física e o ensino de pessoas com deficiência intelectual
(Universidade Federal do Espírito Santo, 2010-09-24) Pagotto, Fernanda Pires; Chicon, José Francisco; Sá, Maria das Graças Carvalho Silva de; Borges, Carlos Nazareno Ferreira
This research aimed to investigate and analyze the contributions of the critical theories of Education and Physical Education for teaching children with intellectual dificiency in a special school. A qualitative approach was adopted, characterized as case study with approximations ethnos. Was realized a field study in six months in a class of 13 children in school age, commited between 8 and 13 years, a special school of the city of Vitória, Espírito Santo. The empiric data allowed to analyse limits, possibilities and challenges found in the physical education teaching based by beginnings common to the theories criticize
A produção acadêmica sobre a formação continuada de professores de educação física
(Universidade Federal do Espírito Santo, 2010-12-16) Cruz Junior, Antônio Fernandes da; Loureiro, Robson; Della Fonte, Sandra Soares; Bracht, Valter; Borges, Carlos Nazareno Ferreira
This research focuses on the following question: what would be the conception of continuing education which prevails in the studies of physical education? We therefore investigated the production of articles materialized in four mainly journals: Revista Movimento, Revista Brasileira de Ciências do Esporte, Revista Motriz e Revista Pensar a Prática. Our hypothesis is that when discussing the work area, we would find a variety of concepts which, in most cases, converge to a narrow understanding of continuing formation, based on the prioritization of the concept of immediate practical, the reflectivity from the micro and Intraschool issues. Analyzing the theoretical categories (experience, teacher‟s knowledge, pedagogical practice and qualitative research) that guide the discussion of continuing education in this study, we realized that these fundamental concepts instigate advances and at the same time limitations and problems. Despite no reduction in continuing formation to a single event, the critique of instrumental rationality in teaching, the attempt to build alternative routes to speeches merely macro, the appreciation of the role of the teacher and reflective practice, the academic study enhances understanding of immediate practical, values the knowledge that is useful for teaching situation, replaces the experience by experience, instrumentalizes the theory and loses the historical horizon. Therefore, the reflections on continuing education of teachers assume in many times aspects of semiformation. Faced with many leaps and bounds as stated, we should strengthen the argument that we stand for: that continuing formation should not exclude an extensive cultural formation.
Práticas científicas em educação física : a arqueologia do GTT escola no Congresso Brasileiro de Ciências do Esporte (1997-2009)
(Universidade Federal do Espírito Santo, 2011-02-23) Carneiro, Felipe Ferreira Barros; Ferreira Neto, Amarílio; Molina Neto, Vicente; Manoel, Edison de Jesus; Santos, Wagner dos
Aimed to understand how was produced the knowledge on the school subject that, under the seal of the Colégio Brasileiro de Ciências do Esporte (CBCE), was broadcasted in the Physical Education area. The privileged fonts were the works broadcasted in the oral communications of the GTT Escola, during the Congressos Brasileiro de Ciências do Esporte (CONBRACE), occurred between 1997 and 2009. The documental corpus was compound by the 177 published texts in these congresses annals during the researched cycle. The COMBRACE is a biennial event promoted by the CBCE and represents a boundary of changes or maintenance of the institution guidelines. Understanding the annals of this congress as an editorial device for senses conformation, we also understand that the directors of this entity avail themselves of their power place to establish what deserves to be broadcast and preserved in the scientific field. The research was elaborated taking as reference the tools from the French Cultural History and the Italian Micro-history. Thus, it uses as references the proposals of Chartier (1988) on struggles of representation in the scientific authority contest in a field permeated by strategies from a power place (CERTEAU, 1994) the CBCE. The theorizations of Michel de Certeau worked as links between the History schools mobilized in this research, so that the uses and appropriations notions were also used. The methodological support was found in the evidentiary paradigm of Ginzburg (1989), from which were investigated the neglected details by what was said or not by the object. The research underscores the changes in the annals reading supports, as also in the action of the devices. Indicates that the production of knowledge in the field has attempted to follow the guidelines of the agencies for research funding. It demonstrates the uses and appropriations of the theory and methodological referential, pointing out to limits and possibilities of that production. At last, underscores the practices complexity in the scientific control that are reproduced in the CBCE instances

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