Educação Física

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http://repositorio.ufes.br/handle/10/17596

Programa de Pós-Graduação em Educação Física

Centro: CEFD
Telefone: (27) 4009 7671
URL do programa: http://www.educacaofisica.ufes.br/pt-br/pos-graduacao/PPGEF

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A "Dança Afro-Brasileira Cênica": experiências pedagógicas em projeto de contraturno escolar
(Universidade Federal do Espírito Santo, 2022-04-01) Rocha, Darlene Fabri Ferreira; Almeida, Felipe Quintao de; https://orcid.org/0000000240565159; http://lattes.cnpq.br/3827408926506567; https://orcid.org/0000-0001-5524-0616; http://lattes.cnpq.br/; Venancio, Luciana; https://orcid.org/0000-0003-2903-7627; http://lattes.cnpq.br/2343126935338257; Gomes, Ivan Marcelo; https://orcid.org/0000-0002-0311-9651; http://lattes.cnpq.br/5874951331253226
The objective of this dissertation is to understand the relationships with knowledge in the teaching and learning process of the "Afro-Brazilian Scenic Dance" (ABSD) through the pedagogical practice of a Physical Education teacher in a dance project in the afternoon of a municipal public school from Vitória/ES. As specific objectives we list: to describe the relationship of the teacher and students with dance and ABSD; to analyze the relationships of Physical Education and dance, as well as of themes that appeared in the daily life of the classes; comprehend how the institution sees the project, the work and the Afro-Brazilian themes developed. The methodological choice was for a case study that led us to a qualitative research with a descriptive character in order to outline the pedagogical practice and understand the subjects' relationships with knowledge in that context. To achieve our goals, studies by Charlot (2000) on the Relation with Knowledge collaborate in the discussion as well as authors of Physical Education whose research brings this theory closer to the area. We consider ABSD as an integral element of ethnic-racial issues and Physical Education, which through body language can promote such discussions through this content. The instruments used for the production of data were observation of the project classes, semi-structured interviews with the teacher and members of the pedagogical team, collective interview with similarities to the focus group with students. The data produced were analyzed by the content analysis method and divided into axes in order to achieve our objectives. The results demonstrate different relationships with dance and ABSD and highlight the relational dimension with knowledge. The content is treated as knowledge and the bodily apprehension evidenced. There are counterpoints and representations that need reflection to avoid the formation or maintenance of stereotypes in relation to the black culture and population. The subjects demonstrate familiarity with ABSD, which we perceive as promoting an anti-racist education.
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
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.
A contribuição da ingestão aguda e moderada de cafeína para o desempenho cognitivo e tático de jogadores de futebol profissional
(Universidade Federal do Espírito Santo, 2020-12-23) Almeida, Rodrigo Freire de; Ferreira, Lucas Guimaraes; https://orcid.org/0000-0002-2970-7355; http://lattes.cnpq.br/8350903757370960; https://orcid.org/0000-0002-8839-0722; http://lattes.cnpq.br/8540314595101660; Siqueira Filho, Mario Alves de ; https://orcid.org/0000-0002-1413-8962; http://lattes.cnpq.br/4816046653397785; Rinaldi, Natalia Madalena; https://orcid.org/0000000161253843; http://lattes.cnpq.br/5548866547945200; Cardoso, Felippe da Silva Leite; https://orcid.org/; http://lattes.cnpq.br/; Aquino, Rodrigo Leal de Queiroz Thomaz de; https://orcid.org/0000000248857316; http://lattes.cnpq.br/1239238116592257
The football game and its complexity basically comprise tactical-technical activities, in which all the demands of the match or training requirements, from the players, strong answers to overcome the challenges faced by the game. These environmental demands tend to disturb the decision-making patterns of the players, influencing the tactical principles performed in situations of high levels of fatigue. Strategies have been used in an attempt to mitigate the deleterious effects of high levels of fatigue that can be achieved in games. In this sense, nutritional ergogenic resources are highlighted for their great use. Among the most used, is caffeine. The effects of acute caffeine intake on cognitive function and decision-making ability during the soccer game are not fully understood. In this sense, the objective of this thesis was to investigate the effects of acute caffeine intake by soccer players on the possible cognitive deficit and decision-making ability. For that, professional soccer players were subjected to two different experiments, evaluating the effects of caffeine on 1) selective attention and inhibitory control (using the Stroop test) before and after playing reduced games; and 2) decision-making ability (using the FUTSAT program) when playing reduced football games. In each experiment, the athletes performed the experimental protocol on 3 occasions. The first requested familiarization with the experimental protocol. Then, in a randomized way, with a cross-design and double-blind control, protocols were performed under three conditions: 1) Rest and before caffeine or placebo ingestion (Study 1); 2) 60 minutes after ingesting a solution containing caffeine (5 mg / kg-1 of body weight) (Studies 1 and 2), and 3) 60 minutes after ingesting a placebo solution (Studies 1 and 2). In the first study, in the Stroop Test, there were improvements in terms of reaction speed, however, which was not corroborated in precision. However, in the second study, there were improvements in the accuracy of tactical performance in both the offensive and defensive conditions for players in the caffeine condition. It is possible to conclude that the acute intake of moderate dosage of caffeine improves the tactical behavior of soccer players. This directly implies the important effect that a moderate dosage of caffeine has on the specific performance of soccer players, resulting in better reaction times and greater tactical effectiveness.
A cultura popular nas aulas de educação física : usos e apropriações em uma escola pública na Serra-ES
(Universidade Federal do Espírito Santo, 2012-03-19) Zandomínegue, Bethânia Alves Costa; Mello, André da Silva; Falcão, José Luiz Cirqueira; Santos, Wagner dos
The paper has as study object the uses and appropriations that the everyday life practitioners of a public school in the district of Serra/ES make of the popular culture in the context of the Physical Education classes. It mainly aims at understanding the productive consume of the manifestations descendent from the popular culture in the context shared, analyzing the learning figures valued by the practitioners in the relations established with that manifestations and identifying the challenges found to work at schools. To do so, it used the Study with the Everyday Life as heoreticalmethodological assumption, which data was produced with the different practitioners present in the context shared (teachers, students, pedagogical team, local community) and it uses data from different sources, like field diary, narratives, semi structures interviews and in focal group, iconographic images, videos, students relations and pedagogical documents. During the analysis process, data from different sources were articulated, considering the socio interactional context of its production. The productive consume of the popular culture in the context shared denotes the following uses and appropriations: relation between the local culture with the global one; valorization of the autonomy and the students’ participation in the knowledge construction; production of the “net knowledge”; sensation of belonging to the school community; and the approach of transversal themes, such as, gender and racism. In the relations the practitioners established with the manifestations from popular culture, the learning figures valued by them were manifested in three dimensions: “self-imbrication”, “objectification-denomination” and “distancingregulation”. Regarding the challenges found in order to insert the culture popular into daily the Physical Education lessons, it is highlighted: prejudice associated to religion of the students and families; the dispute of the symbolic power among teachers in the authorship of projects and in the acknowledgment of their productions; the level of differed participation of teachers in the performance of projects related to popular culture; and the precarious physical structure of the school.
A docência do(a) professor(a) de educação física com bebês no contexto da educação infantil
(Universidade Federal do Espírito Santo, 2024-11-26) Schulz, Erika de Jesus; Wenetz, Ileana; https://orcid.org/0000-0002-3905-1900; http://lattes.cnpq.br/2590401305796612; https://orcid.org/0009-0007-3066-531X; http://lattes.cnpq.br/0391508615692942; Figueiredo, Zenólia Christina Campos; https://orcid.org/0000-0001-9637-4581; http://lattes.cnpq.br/3674967450536858; Carvalho, Rodrigo Saballa de; https://orcid.org/0000-0002-8899-0998; http://lattes.cnpq.br/9450619789833040
Historically, pedagogical practices with infants have been one of the main challenges for professionals working in early childhood education. This is especially true to physical education (PE) teachers who strive to promote mediations that integrate care as a shared attitude among other professionals and language areas. Considering an interest in teaching practices and envisioning possibilities to re-signify them, this study aims to analyze the challenges and possibilities of teaching PE to infants in early childhood education. This is a research in the field of childhood studies, which is in constant dialogue with the sociology of childhood, cultural geography, and the geography of childhood. It also draws on insights from other fields of knowledge and contemporary studies relevant to these reflections. This qualitative research is inspired by ethnography approaches and focuses on the PE pedagogical mediations in a Group I/II (mixed group) class. This class consisted of 22 children, aged six months to two years old, and enrolled in a Municipal Early Childhood Education Center, located in Vitória/ES. The research was conducted over four months, distributed over 15 weeks, totaling 18 field visits. For data collection, participant observation was employed, with records kept in a field diary, photographic documentation, and a semi-structured interview with the PE teacher responsible for the class. Data analysis was conducted on three categories: the infants’ first interactions, the relationships resulting from these interactions with peers and professionals, and their spatial experiences and authorships. Throughout the study, particular attention was given to issues emerging from observations of pedagogical practices shaped by different expressive languages. Among these, PE and music stood out as central to this research. The expressed intention of this study is to identify didactic-pedagogical assumptions arising from practice, and reflect on mediations that incorporate attentive care to details. The goal is to move beyond the maturational perspective traditionally applied to infants and, instead, recognize them as active subjects in their own developmental processes. This research highlights the importance of valuing everyday experiences as spaces of rich learning and the knowledge production. Furthermore, it reinforces the need for more studies that address PE pedagogical practices for infants. By doing so, it aims to promote recognition of this area within early childhood education, increase its visibility, and contribute to discussions n infants’ spatial experiences in educational settings.
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.
A dupla carreira do estudante-atleta: as estratégias de conciliação das rotinas no esporte e na escola
(Universidade Federal do Espírito Santo, 2018-09-28) Melo, Leonardo Bernades Silva de; Soares, Antônio Jorge G.; Pinto, Miguel Ataíde da Costa; Rocha, Hugo Paula Almeida da; Santos, Wagner dos; Ferreira Neto, Amarílio
The dual career is a subject widely covered in the international literature and national surveys begin to present interesting results in the fields of education and physical education. We can define the dual career as a kind of formation in two agencies that generate demands and have obligations to fulfill. This thesis demonstrates how the objective management of the dual career builds a bias towards the flexibility of the school curriculum, making the dual career mediation programs alleviate the problems related to the routines, but do not find the right solutions. It may be suggested that this thesis articulates the idea that the advantages offered by the European dual career mediation programs focus on reducing the student-athlete's travel time and the compatibility of schedules, providing conditions for training and schooling to take place almost in the same space. This thesis therefore presents the advantages and disadvantages of dual career mediation programs; also an average model of conciliation of the dual career in Brazil, based on the study of student-athletes practicing football in clubs in Rio de Janeiro; and a program, which we may adopt as a national trial for dual career mediation, which is the Federal Government's Athlete Scholarship Program. What may support the thesis that dual career mediation programs are lessening the effects of this relationship, but do not present concrete solutions to this type of training, is that in the subsequent studies presented in the thesis it is shown that, even in the absence of mediation programs in Brazil, studentathletes report the same problems as in European cases. Thus, this thesis brings out the need for greater investments in understanding the context of choosing a dual career. We have seen that even with intervention at different levels, the European market is able to soften few effects of the dual career, but it does not solve the major problems that lead student-athletes to give up sports or school.
A educação física na educação infantil de Serra/ES : os saberes docentes e a prática pedagógica
(Universidade Federal do Espírito Santo, 2016-03-29) Perini, Rosiléia; Bracht, Valter; Almeida, Ueberson Ribeiro; Figueiredo, Zenólia Christina Campos
Identifies and analyzes the teaching knowledge mobilized by physical education teachers in the context of childhood education Serra/ES and their materialization in pedagogical practice. It is a qualitative study of descriptive and interpretative character, which used as sources for compiling the data the semi-structured interviews and access to personal documents relating to teacher pedagogical practice. The city of Serra is divided into six regions pedagogical geographical. We chose to give away two teachers in each region, totaling twelve educators who were interviewed in 2015. To undertake the analysis of empirical material, we sought the methodology endorsed by Macedo (2006) and Bardin (2006), which propose the content analysis. The data analyzed show that a significant quantity of the interviewed teachers are included in the child context of Serra's option to work with the child. The experience knowledge, mediated by previous teaching experiences and especially by knowledge that have been made in practice set the current insertion context, stood out as reference sources for mobilization, construction and redefinition of knowledge necessary for the professional practice of Education Physics in infant education Serra. The terms of trade, partnership and interaction among peers, constitute a source of powerful knowledge and indicate the continued in-service training as an important facilitator of this "knowledge network", although little effective as a source of possibility real in the context studied. The teaching knowledge are materialized in the teaching practice through the interaction between the children, the teacher and the cultural context in which they live. The child and its peculiarities are the starting and finishing point for teachers to decide their teaching interventions. The study gaps underscore the need to implement proposals for ongoing continuing education to teachers of Physical Education and point to the systematization of a specific curriculum proposal for childhood education in the city, contemplating his new reality, especially the integration of knowledge areas Art and Physical Education.
A educação física no Colégio Estadual do Espírito Santo : atores, práticas e representações (1943-1957)
(Universidade Federal do Espírito Santo, 2014-04-29) Poleze, Grasiela Martins Lopes; Schneider, Omar; Ferreira Neto, Amarílio; Simões, Regina Helena
The study is part of the research "History and Memory of Physical Education and sport in Espírito Santo: authors, actors and institutions (1931-1961)". It Seeks to understand the process of institutionalization of Physical Education as a school discipline in the Espírito Santo region between the 1940s and 1950s. It has the Physical Education as object of investigation in the Colégio Estadual do Espírito Santo, in order to realize some of their practices, their actors and their representations in capixaba society. As a theoretical and methodological framework, uses the concepts of strategy and tactics , representation struggles and evidentiary paradigm. The sources for the study are the files of the Colégio Estadual do Espírito Santo, the permanent archive of the Centro de Educação Física e Desportos from Universidade Federal do Espírito Santo, articles from Vida Capichaba magazine and newspapers A Gazeta and A Tribuna in sports sections, the Aloyr Queiroz Araújo archive (former teacher from the Colégio Estadual), as well as interviews with the actors who were part of the history of the institution investigated. The academic productions reveal a told history of the Colégio Estadual based on official documents and narrated from the antagonism between related desire of the capixaba society to modernize before the Brazil and the true structural conditions that institution in making this dream possible. On the focused period, the Physical Education shall become progressively more sportive and less related to the teaching of gymnastics, due to the appreciation of the Olympic movement in the early twentieth century, sports after World War II and also the economic changes in Brazil and in the State of Espírito Santo. Moves the focus of the Physical Education from orthopedics objectives to the search for effectiveness. Located on printed materials indicate the importance that the institution takes to the formation of capixaba elite, which also happens with reference to sports, since the achievements of the school, in sports field constantly appear in the journals analyzed. The presence of the college in the civic moments represented in the documents, highlights the patriotic feeling of youth, even with the incentive of state policy. The sport, in the studied context, indicates the effort of this society to highlight the progress made in the quest to overcome its political and economic conditions and as part of its project to engage in modernization of the country. Interviews showed some counterpoints between what is intended with the ideal designed for school and Physical Education and the real attitudes of some of his actors. The sport is named as a present and valued practice in school activities, mingling with practices held in the Physical Education classes.
A educação física no exame nacional do ensino médio: trajetória, conceitos e práticas pedagógicas
(Universidade Federal do Espírito Santo, 2020-10-27) Marques, Rodrigo; Santos, Wagner dos; https://orcid.org/0000000292167291; http://lattes.cnpq.br/9611663248753416; https://orcid.org/0000-0002-8630-2987; http://lattes.cnpq.br/7861856434013398; Pinto, Antonio Henrique; https://orcid.org/; http://lattes.cnpq.br/1422316224223725; Pontes Junior, Jose Airton de Freitas ; https://orcid.org/0000-0003-2045-2461; http://lattes.cnpq.br/2214355780901234; Bocalini, Danilo Sales; https://orcid.org/0000-0003-3993-8277; http://lattes.cnpq.br/6290090639004596; Ferreira Neto, Amarilio ; https://orcid.org/0000-0002-3624-4352; http://lattes.cnpq.br/0813381772579489; Cassani, Juliana Martins; http://lattes.cnpq.br/7189840629061656; https://orcid.org/0000-0001-6332-7930
This thesis analyzes whether the practitioner that legitimizes and differentiates Physical Education from the other curricular components in the context of basic education has been suffering from an excessive theorization to emphasize the content that has been valued by Enem. It investigates whether the entry of Physical Education in Enem, after its reconfiguration, has strained the pedagogical practices of teachers of the discipline so that they theorize more their intervention, thus meeting the requirements related to the exam. It takes as a reference the theoretical and methodological assumptions of Cultural History, the Approach to the Public Policy Cycle and the Sociology of Education. For the production of the sources, it uses: the indexers, aiming to know the intellectual, national and international production about the standardized exams; the documents that justify the use of Enem according to the Ministry of Education Ordinance MEC No. 438/1998, which establishes it as a procedure for assessing the performance of students' skills and abilities; and semi-structured interview with Physical Education teachers and pedagogues working in Sedu schools best ranked in Enem. The thesis has three axes of analysis, intrinsically related: a) the conceptual discussion of standardized tests according to their nature (national or international), their purposes (certification and / or metadata production), and their effects (moderate stakes or high stakes - moderate or high risk, low stakes - no effects or weak effects); b) the historical process of inserting the performance evaluation of Enem high school students in official documents; c) the appropriation of knowledge (pedagogical practices) related to Enem, carried out by pedagogues and Physical Education teachers Sedu, with a view to preparing students to take the exam. Based on the main findings, the thesis confirms the hypothesis that, even with the external requirements (ranking and accountability) promoted by standardized exams, there are no systematic continuing education programs for Physical Education teachers to carry out actions curriculum aimed at training students for Enem
A escalada no estado do Espírito Santo : análises a partir de aproximações (auto) etnográficas com as tribos de escaladores
(Universidade Federal do Espírito Santo, 2014-07-11) Garcez, Beatriz dos Santos; Almeida, Felipe Quintão de; Dias, Cleber; Romera, Liana Abrão
A forja (Bio)identitária de praticantes de esportes de combate na cidade de Vitória/ES : a "(re)construção permanente de si"
(Universidade Federal do Espírito Santo, 2012-04-27) Oliveira, Samuel Thomazini de; Almeida, Felipe Quintão de; Gomes, Ivan Marcelo; Vaz, Alexandre Fernandez; Caliman, Luciana Vieira
Discusses aspects related to buildings (bio) identity of practitioners of combat sports veterans in the city of Vitória / ES. From the analysis and reflection about the theoretical and conceptual work film The Wrestler (2008), it was possible to build the object of research and immerse in the field in search of answers. From this, the study discusses aspects related to training processes (bio)identity a professional wrestler and then continues the process of interpretation of the results obtained in the field broadening the scope of analysis from the notion of somatic culture. Accordingly, the sequence of the work develops through empirical work, whose methodological process was based on dialogues and semi-structured interviews with five modes of MMA fighters, boxing and jiu jitsu, with ages ranging from 38-74. Another strategy was to return to the film and, along with two of the participants, dialogue on issues pertinent to the study. After these procedures, it was possible to articulate the insights provided by the film work with the highlighted data in / by the field. In the process of analysis and discussion we pointed out some recurrent themes in the studies that have been dedicated to mapping the references involved Forge fighters in contemporary society and to identify both the film and field training processes (bio)identity. As regards the analysis of the field, always articulated the movie and the theoretical, the participants concluded that among the determinants of moral spectacle develop ways "alternative" compared to the corresponding designs (bio)identity. In this sense, admittedly in the aging process and removal of competitive high performance, seek to ensure permanence in the chosen identity. The body of fashion and spectacular performance gradually becomes to be the body marked by the life story of the fighter carries and transmits the warrior ethos, its experience and its incorporation in the figure of self-fighter/trainer/master
A formação nas garras da indústria cultural : o constituir-se professor de Educação Física
(Universidade Federal do Espírito Santo, 2011-09-02) Costa, Juliana Moreira da; Della Fonte, Sandra Soares; Pucci, Bruno; Loureiro, Robson; Borges, Carlos Nazareno
A inclusão social pela participação em um projeto esportivo de caráter social : uma avaliação a partir da perspectiva de seus egressos
(Universidade Federal do Espírito Santo, 2018-12-21) Aragão, Júlia Bigossi; Silva, Otavio Guimarães Tavares da; Rigoni, Ana Carolina Capellini; Gomes, Ivan Marcelo
A survey published by the Brazilian Institute of Geography and Statistics (IBGE, 2012) reveals the existence of 25,000 sports-recreational organizations throughout the country (9.6% of the total number of private foundations and active non-profit associations). It seems reasonable to consider that one of these projects is aimed at promoting social inclusion. In this research, we chose to work with the social inclusion approach defined by Donnelly (1996, apud BAILEY, 2005), which divides inclusion into four procedural categories: Spatial, Relational, Functional and Power. In view of the absence of conclusive empirical evidence on the effects of sport and physical education on social inclusion, the general objective of the research was to investigate the effects of social inclusion on participation in a social sport project (PECS) from the perspective of their graduates in light of the procedural categories of social inclusion. The present work is configured as an ex-post facto research, of analytical-descriptive type that uses qualitative-quantitative methods of inquiry in the form of opinion. The sample adopted is non-probabilistic of a voluntary type. From the data obtained it was not possible to state that the students improved economically due to their participation in the project, but with regard to the aspect of interpersonal relationships, we concluded that participation in the social project studied helped to improve or increase the level of acceptance or membership of a network of persons. As well as they were positive, reinforcing some previous researches that the participation in these projects amplifies the specific and general knowledge of the individual, as well as their abilities, since it is a space for learning. The last concept for inclusion did not have the same positive outlook in our project. As the "Tennis for All" follows almost independent of the local community, doing nothing together except for the participation of the children and youth in the project, as well as the children and young people do not build community activities or actions within it, inclusion as form of social empowerment is lost in the "Tennis for Everyone", since the students only receive what was offered.
A inserção do professor de educação física na educação infantil no Estado do Espírito Santo
(Universidade Federal do Espírito Santo, 2015-05-30) Rodrigues, Karolina Sarmento; Mello, André da Silva; Santos, Wagner dos; Ventorim, Silvana
A internacionalização da capoeira: práticas de apropriação na Argentina, Polônia e Itália
(Universidade Federal do Espírito Santo, 2021-12-15) Loureiro, Fábio Luiz; Mello, Andre da Silva; https://orcid.org/0000-0003-3093-4149; http://lattes.cnpq.br/1466918874732141; https://orcid.org/0000-0003-3658-5533; http://lattes.cnpq.br/4367859951151640; Kanitz, Roberto Camargos Malcher; https://orcid.org/0000-0003-0278-7081; http://lattes.cnpq.br/6997368330718781; Santos, Wagner dos; https://orcid.org/0000000292167291; http://lattes.cnpq.br/9611663248753416; Falcão, José Luiz Cirqueira; https://orcid.org/0000-0002-8506-9124; http://lattes.cnpq.br/4321211789462639; Ferreira Neto, Amarílio; https://orcid.org/0000-0002-3624-4352; http://lattes.cnpq.br/0813381772579489
The researches about the process of internationalization of Capoeira have been mostly focusing on the opinion of those who spread it to the world and not the representations of the practitioners. Taking into consideration the incipient number of investigations centered on the representation of foreign practitioners, the present study aims at overcoming this gap and its main goal is to analyze the appropriation practices of this cultural manifestation operated by the Capoeira players belonging to the so called Beribazu Capoeira Group in Argentina, Poland and Italy. It is a qualitative study with a descriptive-interpretative nature, carried out with 24 participants: six Argentinians, ten Polish and eight Italians. Data was produced through the focal group with 24 participants and the participant observation, with the insertion where the group develops work, experiencing their events and daily activities, such as, baptism, degrees, graduations, capoeira practical courses, speeches, training, lessons and cultural activities. Results indicate that Capoeira has been appropriated in different ways regarding the investigated contexts. Data has also pointed out that, in relation to Capoeira, the Argentinian value, apart from the practice, figures of learning associated with the relational and conceptual dimensions of this cultural manifestation. Although there is an interest in preserving the traditions and the Capoeira rituals, the productive use made by the Argentinian players denotes a copyright appropriation, marked by the sociocultural context in which they are inserted and by personal matters. In Poland, it is observed that there is an ongoing process of appropriation and resignification of this cultural manifestation in the country. At the same time that Capoeira presents singular characteristics, resulting from local traditions and particularities of the ones who use it, cultural aspects found in their motor and symbolic background also impact the way Polish think and act, configuring a movement of cultural circularity. The Polish are proud of the Capoeira built in the last three decades in the country, which creates identity representations among them, articulating aspects of the local culture with the traditions of this Afro-Brazilian manifestation. For the Italians, the meaning of the Capoeira group goes beyond a collective that gathers with the purpose to develop a body practice. It is about a space where the practitioners share love, affection, respect and family life, in the broad sense of the term. They are together, cooperating for the 11 success of the group, committed to the development of the culture they were introduced to and they do not see themselves as foreigners, but Capoeira practitioners. They verbally express their identity and show mastery of the lexicon needed to understand the range of living Capoeira feeling. Regardless the context, it is noticed, in all countries analyzed, an active process of cultural appropriation, in which the aesthetic of reception denotes singular ways to conceive and to related with Capoeira itself, bringing new elements to expand the comprehension of the internationalization processes of such Afro-diasporic manifestation.
A mediação pedagógica do professor na brincadeira da criança com autismo
(Universidade Federal do Espírito Santo, 2018-03-27) Salles, Flaviane Lopes Siqueira; Chicon, José Francisco; Oliveira, Ivone Martins de; Sá, Maria das Graças Carvalho Silva de
The aim of this study is to understand the pedagogical mediation methods developed by the teacher to better address the challenges of including, guiding and contributing to the self - regulation of children 's activities in play activities in the context of a university library. Faced with this challenge, a case study was carried out in a university playroom and other play spaces used as an extension of it, having as subjects a teacher / toyist and one of the children diagnosed with autism for observation, follow-up, analysis and discussion of the mediator action of the teacher / toyist with her. The historical-cultural perspective constituted the theoretical and methodological basis of this study, sharing the theoretical reference of Vygotsky (1983, 1997) and other authors who consider the development of subjects from the relationships and interactions that are made possible in the mediated processes. For data collection, we used filming, semi-structured interview with the parents and / or those responsible for children with autism and participant observation. The data were analyzed through the use of content analysis and microgenetic analysis. The results indicate the relevance of the identification throughout the teaching and learning process, of two movements made by the mediating action of the teacher with the child that marked important qualitative leaps in this relation, namely: a) adaptation movement: understanding the modes of being and being of the child with autism in the toy library; b) approximation movement: increasing the participation of the child with autism in the context of the game. The pedagogical mediations developed by the teacher guided the child's actions with autism to what was possible in certain situations, respecting their particularities. In the adaptation movement, in general terms, they configured important educational actions: the individualized monitoring by the teacher / toyist, accepting and placing as reference in the process of teaching and learning of the child with autism in the course of the work with the class; the use of an individualized education plan (PEI); respect for the individuality and characteristics of the child; collective and collaborative work; the involvement and involvement of the family; and the discovery and performance in areas of interest to the child with autism. In the movement of approximation, in general lines, they configured important educational actions: the process of sensitization of the children of the Center for Early Childhood Education to the issue of difference / diversity, through the art of storytelling, using stories from children's literature; the organization in small groups and the expansion of the child's experiences in play, in the physical and social environment and in the relationship with the other, through movements that varied from the individual to the collective and from the collective to the individual. Finally, our reflections point out that, due to the sensitivity of re-signifying times / spaces according to the singularities of each child and in collaborative work, pedagogical mediation can favor the development of children with autism, allowing them to broaden their relationship with the environment.
A nova classe trabalhadora vai ao ensino superior: um estudo das práticas didático-pedagógicas em licenciaturas de Educação Física do setor privado no Espírito Santo
(Universidade Federal do Espírito Santo, 2019-02-28) Gerez, Alessandra Galve; Bracht, Valter; González, Fernando Jaime; Neira, Marcos Garcia; Gomes, Ivan Marcelo; Figueiredo, Zenólia Christina Campos
The University Pedagogy is a field which has been intensified, in the past two decades, the reflexions and criticisms about the political-epistemological bases which substantiated the teaching practices in the Higher Education, still considered quite traditional and elitist. In the field of Physical Education (PE) there is a shortage of studies which dwell on university teaching. This reflexions become even more urgent in the current context of expansion of access to the Higher Education, which allowed the ingress of students of the “new working class”, with social experiences and different identities of the student ideal which the university practices tend to value. It is known that the advancement of Higher Education in Brazil was, predominantly, by the private sector, including the mercanthile condition, which in treating the Higher Education as a private and profitable good, deepens the precariousness of the teaching work, which makes it difficult to invest in new curricular and pedagogical experiences necessary to meet the quality requirements in the formation of these students. Accordingly, the objective of this paper was to comprehend the panorama of the privatization of the undergraduate courses in PE in the State of Espírito Santo, as well as the routine of the didactic- pedagogical practices of the lecturers who act in the private Higher Education Institutions (IESs), which are the spaces that serve the most the students of popular origin. Therefore, a qualitative research was made, divided in two steps: in the first, a documental research was realized having as a source the sites of INEP and MEC, which disclose the insformations of the Census of Higher Education in Brazil and the relatories of ENADE, which inform the social and economic profile of the students who attend the undergraduate courses in PE in the Estate of Espírito Santo. In the second step of the research, which consisted in comprehend the routine of the didactic-pedagogical practices of the undergraduate courses in PE of the private sector, 21 (twenty-one) lecturers of undergraduate courses in PE of the regions of Greater Vitória and the countryside of the State were interviewed. All information were interpreted in light of Praxeological Theory Of Pierre Bourdieu and the critical contributions of Bernard Lahire. The results showed that 96% of undergraduate courses in PE offered across the State are in the private network, besides a clear inequality of access between the capital and the countryside. The profile of the students attending these courses is predominantly workers, with income of up to 6 (six) minimum wages, coming from public schools and children of parents with low and medium schooling. The lecturers report allowed to capture that their work is realized, in most times, in a context of precarity, materialized in a hourly work regime, with a big amount of subjects, pressures of ENADE and lack of pedagogical autonomy, situations which become even more dramatics in institutions of mercantile character. About the daily routine in the classroom, they relate that they deal with students with a lot of difficulties in reading, writing and organizing the study routine. Their teaching identities are quite heterogenous, both as regards the conceptions which they have about the PE and the objectives of the higher formation, as in their ways of seeing and facing the system precariety. About the didactic-pedagogical practices, even though they report strategies of action which aim to break with traditional practices of teaching, predominates the dicotomic conception between theory and practice, as well as breeding practices of the traditional teaching habitus which keep the relations of social domination.
A Pertença Docente: Busca de Sentidos nas Experiências dos Professores de Educação Física Escolar
(Universidade Federal do Espírito Santo, 2022-12-16) Silva, Bruno Vasconcellos; Figueiredo, Zenolia Christina Campos; https://orcid.org/; http://lattes.cnpq.br/3674967450536858; https://orcid.org/; http://lattes.cnpq.br/; Neto, Vicente Molina; https://orcid.org/0000-0002-7124-012X; http://lattes.cnpq.br/1481370037047711; Almeida, Felipe Quintao de; https://orcid.org/0000000240565159; http://lattes.cnpq.br/3827408926506567; Vago, Tarcisio Mauro; https://orcid.org/; http://lattes.cnpq.br/3671595343974895; Araujo, Vania Carvalho de; http://orcid.org/0000-0002-7678-1689; http://lattes.cnpq.br/4422269305808605
This research aims at investigating the allegiance (pertença) with the profession of School Physical Education Teachers, expressed in the relation between teaching and the world, assuming, mainly, the Arendtian’s concepts and categories. The sense of belonging to the teaching profession, in this study, is linked to the idea of Teachers acknowledging themselves as the ones responsible for such public horizon, in this reception regarding the new generations coming to the pre-existing world, a world that we have built, in a way, in conjunction with our ancestors, so that the younger ones can judge about a certain reality. The Teachers must decide whether they love the world - the amor mundi, the body practices, in the case of Physical Education Teachers –, as well as their new habitants are enough to accept responsibility for both. Therefore, the research is about a dual responsibility. Insofar as the justification is concerned, the study does not sustain that teaching must be thought as priesthood or donation,although it is important to search for motivation and personal interest that is created with the magisterium. To do something that is considered valuable means attributing a personal sense/meaning and a social recognition to your know-how. In other words, it seems that this allegiance (pertença) can be stimulated, provoking the School Physical Education Teachers from inside out, which can be the motivation that vests humanity with their existence. The study stands out that the need to a further investigation about desire and will. To think about what affects us, as well as to be questioned as member of a community, mobilizes the individual in order to reflect on the training process of those in charge of the world. The research uses the narrative and the (self) biographic method as theoretical-methodological principle. Such perspective enables Teachers to be aware of themselves regarding their trajectory, causing reflection and understanding themselves and their practices, also allowing the analysis of interconnections of their itinerary with the academic, social, historic and cultural contexts, with their way to appropriate experiences and, thus, to do the “thinking exercise” about their senses/meanings. In relation to methodological resources, it prioritizes the primary biographic materials, more specifically the narrative interviews. It analyzes the (self) biographic narratives of the experiences belonging to the research collaborators, in which they remembered the experiences lived throughout their training trajectory (in the family ambit, elementary education, initial training and in other training space/time) that promoted significant marks on their personal/professional training, as well as had been manifested as possible guides/inspirations to build their allegiance (pertença) with the profession regarding their teaching experience. Besides, the study analyzes their experiences lived throughout their teaching experience in elementary education, interpreting the way they reveal their allegiance (pertença) and, even, identify the aspects emerging from their expertise as potential guides/inspirations for the students and (future) Teachers to act according to their contexts and realities. In the concluding remarks, it infers the need to better think about the School Physical Education Teachers training experiences as a starting point for the constitution of allegiance (pertença) with Teachers. Those narratives may contribute to strengthen the act of (future) School Physical Education Teachers, constituting an allegiance (pertença) to the Teachers’ profession.

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