Doutorado em Educação Física
URI Permanente para esta coleção
Nível: Doutorado
Ano de início:
Conceito atual na CAPES:
Ato normativo:
Periodicidade de seleção:
Área(s) de concentração:
Url do curso:
Navegar
Submissões Recentes
- ItemA Lei de Incentivo ao Esporte no Espírito Santo e seu desenvolvimento : entre histórias, memórias, políticas e proposições(Universidade Federal do Espírito Santo, 2026-03-13) Oliveira Junior, Geraldo Luzia de; Ferreira Neto, Amarílio; https://orcid.org/0000-0002-3624-4352; http://lattes.cnpq.br/0813381772579489; https://orcid.org/0000-0003-0306-5355; http://lattes.cnpq.br/7255669811411091; Santos, Wagner dos ; https://orcid.org/0000-0002-9216-7291; http://lattes.cnpq.br/9611663248753416; Soares, Antonio Jorge Goncalves ; https://orcid.org/0000-0001-7769-9268; http://lattes.cnpq.br/9726601553271394; Nazário, Murilo Eduardo dos Santos ; https://orcid.org/0000-0001-8271-2260; http://lattes.cnpq.br/5403021062923081; Gama, Jean Carlos Freitas ; https://orcid.org/0000-0002-7116-4323; http://lattes.cnpq.br/2182223074435494The objective of this thesis is to understand the incentive for sports in the State of Espírito Santo, analyzing, based on human actions over time, its implementation history and its dialogue with the federal sphere, its legal foundations, its main programs, the specific policies, and the possible proposals for its expansion and improvement. In general, it is characterized as a quantitative-qualitative research, of mixed nature and exploratory type, using documentary criticism and the evidential paradigm as methodological tools. The theoretical framework is supported by cultural history, Italian microhistory, and the sociology of sport, especially in relation to its manifestations and political implications. Chapter I presents the approach to the object of study through a brief memoir, narrating the author‘s political-sport trajectory. It also presents the general outline of the study, the objectives, the questions, and the literature review. In Chapter II, we analyze the national legal frameworks that outline and provide the bases for the constitution of the main legal instrument for sports financing in Brazil, the LIE. The sources consist of laws, decrees, ordinances, and other legal bases regarding sport in Brazil. Chapter III seeks to understand the criteria used for determining planning and budget execution in the State of Espírito Santo, specifically related to public policies aimed at encouraging sports in Espírito Santo. As sources, it works with state sports legislation (laws, decrees, and ordinances). Chapter IV analyzes the development of state sports public policies, investigating how the incentive for sports was configured in the two periods of Paulo Hartung‘s government. The sources are official and unofficial documents produced about sports financing and incentives during the Hartung administrations. In Chapter V, we also analyze the development of state sports public policies in the State of Espírito Santo, but in this case investigating how the incentive for sports was configured during the periods of Renato Casagrande‘s government. In the final, we work with the narratives of the sports secretarie and Sesport/ES team, with the aim of establishing a technical and didactic reading for the democratic proposal of using the Sports Incentive Law in the State of Espírito Santo
- ItemFormação permanente de professores de educação física : esperançando possibilidades inclusivas(Universidade Federal do Espírito Santo, 2025-12-19) Salles, Flaviane Lopes Siqueira; Sá, Maria das Graças Carvalho Silva de; https://orcid.org/0000-0003-3460-7268; http://lattes.cnpq.br/8788192602168336; https://orcid.org/0000-0001-8203-9328; http://lattes.cnpq.br/1335148959254904; Figueiredo, Zenolia Christina Campos ; https://orcid.org/0000-0001-9637-4581; http://lattes.cnpq.br/3674967450536858; Jesus, Denise Meyrelles de ; https://orcid.org/0000-0001-7966-5424; http://lattes.cnpq.br/0848394898016789; Dias, Maria Aparecida ; https://orcid.org/0000-0003-3644-604X; http://lattes.cnpq.br/1131977255034974; Coimbra, Camila Lima ; https://orcid.org/0000-0002-7755-9473; http://lattes.cnpq.br/1133741542314920This study aimed to understand and problematize, through collaborative-critical action research (Barbier, 2002; Jesus; Vieira; Effgen, 2014), the advances, challenges, and developments of a permanent training process developed collectively in a school context, involving physical education teachers and other education professionals, with an emphasis on promoting innovative, viable, and inclusive actions. Anchored in Paulo Freire (1967, 1968, 1979, 1992, 1996) and authors such as Nóvoa (2002, 2007) and Araújo and Esteves (2017), the research sought to overcome technical models of teacher training, conceiving it as a space-time for the production of knowledge. The guiding question of the investigation was: how is ongoing training constituted in a school context that mobilizes physical education teachers for critical and collaborative reflection on inclusive practices? To answer this question, the study developed four main fronts: a) to understand and problematize the training profile and conceptions of teaching and inclusion of the professionals involved; b) to analyze the limiting situations that cross inclusive pedagogical practices in a school context; c) producing and reflecting on the unprecedented viable movements developed collectively; and d) discussing the developments of the training process in schools in relation to the promotion of inclusive practices in physical education. The research was conducted between 2022 and 2023, involving Physical Education teachers, special education professionals, and educators from an elementary school in the municipality of Cariacica, Espírito Santo. The methodological path was outlined in five training movements: a) knowing and understanding the collective learner; b) mapping the limit situations; c) constitution of the training circles; d) the intertwining of actions (rigorous and collective reflection on praxis, towards the unprecedented-viable); and e) the final seminar in defense of permanent training in the school context. The data analysis used two complementary approaches: 1) Content Analysis (Bardin, 2016) for more quantitative data and 2) the critical-emancipatory approach, guided by the concepts of action-reflection-action, sensitive listening (Barbier, 2002), implication, and perlaboration (Macedo, 2012). The concepts of implication and perlaboration, derived from Implicated Ethnographic Research, were founding, allowing the researcher and participants to recognize and elaborate on the affective, political, and social dimensions of their engagement, broadening their understanding and transformation of reality. The results showed that the formative trajectories are traversed by multiple meanings attributed to teaching and inclusion, revealing the importance of reflective processes that destabilize certainties and mobilize new understandings. Advances were manifested in the elaboration of extreme situations that prevented unprecedented, viable, and inclusive actions, reaffirming the school context as the primary locus for the production of knowledge and the transformation of reality. It is concluded that continuing education is a dynamic, dialogical, collective, and critical process that, by mobilizing different actors in the educational system, promotes collective engagement that values different types of knowledge and enhances teacher criticality in the creation of unprecedented and viable approaches to inclusive physical education. The development of this study, through collaborative-critical action research, demonstrated that the formative movement, inherent to human incompleteness (Freire, 1996), requires an ethical commitment and permanent political involvement of the subjects in confronting technical structures and capacitative actions in the school environment, reaffirming continuing education as an essential project for transforming the school reality
- ItemExperiências extensionistas formativas e socialmente implicadas: o projeto prática pedagógica de educação física adaptada em debate(Universidade Federal do Espírito Santo, 2025-10-31) Araújo, Fabiana Zanol; Chicon, José Francisco; https://orcid.org/0000-0003-1689-8604; http://lattes.cnpq.br/3869508834388913; Sá, Maria das Graças Carvalho Silva de; https://orcid.org/0000-0003-3460-7268; http://lattes.cnpq.br/8788192602168336; https://orcid.org/0000-0002-6260-8228; http://lattes.cnpq.br/3258766319203506; Jesus, Denise Meyrelles de; https://orcid.org/0000-0001-7966-5424; http://lattes.cnpq.br/0848394898016789; Figueiredo, Zenolia Christina Campos; https://orcid.org/0000-0001-9637-4581; http://lattes.cnpq.br/3674967450536858; Dias, Maria Aparecida; https://orcid.org/0000-0003-3644-604X; http://lattes.cnpq.br/1131977255034974; Rodrigues, Graciele Massoli; https://orcid.org/0000-0002-0275-0193; http://lattes.cnpq.br/2769145171001675This research focuses on the extension project "Pedagogical Practices of Adapted Physical Education for People with Disabilities," developed at the Adapted Physical Education Laboratory of the Physical Education Center at the Federal University of Espírito Santo (LAEFA/CEFD/UFES). This project combines extension, teaching, and research and signals approaches to inclusive practices, aiming to welcome and empower participants with disabilities and autism, expanding the possibilities of academics' knowledge regarding inclusive practices. The theoretical framework for this research is Paulo Freire's assumptions, based on the assumption that students and graduates are in ongoing education, immersed in a historical process that develops from social and cultural experiences, with emancipatory and liberating possibilities in interactions with others. The research's general objective is to understand and problematize the socially involved formative experiences within/with the extension/teaching/research project "Practice of Adapted Physical Education for People with Disabilities" at CEFD/UFES, highlighting its inclusive potential produced in dialogical and problematizing contexts. The specific objectives are to describe and problematize the actions of this project and its articulation with extension guidelines, highlighting dialogic interaction, interdisciplinarity, interprofessionality, and the inseparability of teaching, research, and extension. Furthermore, it seeks to understand and problematize how the formative experiences fostered within the extension project "Pedagogical Practice of Adapted Physical Education for People with Disabilities" are configured, in light of Freire's concepts of humanization, dialogicity, lovingness, autonomy, practice, and social justice. Finally, it seeks to reflect rigorously and critically on the possible contributions, limits, and challenges that permeate the formative experiences produced within/with/by the project under discussion. The methodology adopted is based on the assumptions of a qualitative case study approach. However, the field of investigation is guided by the theoretical and methodological principles of existential action research, configuring a methodological hybridism. Among the analytical methods used, ethnoresearch stands out, with its implication, elaboration, and sensitive listening, enabling the encompassing of the complex network of intersubjectivities that intertwined in the research context, creating opportunities for reflection and awareness. The study finds that Laefa/Cefd/Ufes, founded on the inseparability of extension, teaching, and research, is a fruitful space for the exchange of experiences, contributing significantly to the education of students and graduates involved in the project. The data collected demonstrate that, from a Freirean perspective, the inclusive and formative potential of the experiences produced at Laefa/Cefd/Ufes was constituted by the intertwining of dialogue, problematization, and social implication. From formative experiences in teaching, research, and outreach, a liberating praxis emerged, enabling sensitive listening, critical thinking, and an ethical commitment to human dignity. The project transcends the technical dimension of practice and reaffirms education as a space for resistance, dialogue, and social transformation.
- ItemEfeito da suplementação de bicarbonato de sódio em indicadores de dano muscular e análises psicofisiológicas em indivíduos treinados: um estudo Cross over, duplo cego e randomizado(Universidade Federal do Espírito Santo, 2025-12-03) Leite, Carine Daniellle Ferreira Costa; Maia, Adriano Fortes; https://orcid.org/0000-0003-1880-3998; http://lattes.cnpq.br/0599968037984955; Bocalini, Danilo Sales; https://orcid.org/0000-0003-3993-8277; http://lattes.cnpq.br/6290090639004596; https://orcid.org/0000-0002-9047-5557; http://lattes.cnpq.br/1717786581326028; Aquino, Rodrigo Leal de Queiroz Thomaz de; https://orcid.org/0000-0002-4885-7316; http://lattes.cnpq.br/1239238116592257; Rodrigues, Lívia Carla de Melo; https://orcid.org/0000-0002-6004-7981; http://lattes.cnpq.br/2084216553746326; Cardozo, Ludmila Ferreira Medeiros de Franca; https://orcid.org/0000-0001-8507-2369; http://lattes.cnpq.br/2547887546741044; Santos, Ronald Marques dos; https://orcid.org/0000-0003-4387-3293; http://lattes.cnpq.br/9641129677884783; Mallett, Gregg; https://orcid.org/0000-0003-0075-4999Bodyweight HIIT (HIIT-C) utilizes bodyweight exercises such as jumping jacks, burpees, mountain climbers, and jump squats in a high-intensity "all-out" session followed by a period of passive or active recovery. Intramuscular acidosis resulting from the accumulation of H + ions during highintensity activity is considered an important factor in muscle fatigue, and therefore, sodium bicarbonate (NaHCO3) supplementation has been considered capable of increasing buffering capacity, resulting in decreased acidosis and increased performance. There is no data in the literature on the effect of NaHCO3 supplementation in bodyweight HIIT (HIIT-C) sessions on markers of exercise-induced muscle damage (EIMD) and psychophysiological parameters, which is the objective of this study. Methodology: Thirteen healthy male volunteers, aged between 20 and 40 years, who regularly practiced physical activity, participated in the study. All participants signed an informed consent form. This study was approved by the Ethics Committee for Human Research at the Federal University of Espírito Santo under opinion number 5.185.275/2021. Supplementation was performed through the ingestion of 0,3 g/kg of body weight of NaHCO3 and placebo (0,3 g/kg of body weight of calcium carbonate), in a crossover, double-blind, and randomized design. Participants randomly performed the following protocols: 1) HIIT-C session, "all out" intensity, and NaHCO3 supplementation. 2) HIIT-C session, "all out" intensity, and placebo supplementation, with a session duration of 20 minutes, consisting of 30 seconds of active exercise and 30 seconds of passive exercise. Subjective perception of effort and pain was recorded using the Borg scale (0-10), VAS, Corlet diagram, pressure algometer, as well as limb circumference, physical performance, mood and pleasure scale analyses, all of which were evaluated at baseline (without capsules and without HIIT), pre-session, immediately after sessions, and 24 hours after sessions. Serum samples were collected for the evaluation of creatine kinase (CK), creatine kinase-MB (CK-MB), lactate dehydrogenase (LDH), pH, and bicarbonate concentration (HCO3 - ) at baseline, pre-session, immediately after, and 24 hours after the session, in addition to lactate collection and its evaluation using a portable device at baseline, pre- and post-HIIT-C. All data are presented as mean ± standard deviation (SD). Differences between post-exercise and intra-condition measurements were assessed using ANOVA and Tukey or Bonferroni post-hoc tests at the p≤0.05 level, using the PRISMA program. Results: NaHCO3 supplementation increased (p≤0.05) [HCO3 - ] before the start of exercise and resulted in higher (p≤0.05) [La-] and pH when compared to placebo. Although the NaHCO3 session had a higher (p≤0.05) HR, it did not differ (p≤0.05) in RPE and RRP from the placebo session. The NaHCO3 session showed a higher (p≤0.05) total number of movements when compared to the placebo session. Both supplementations showed a reduction in pleasure, with increased fatigue, mental confusion, mood disturbance, and pain in the leg and extended arm after HIITC, but without differing (p≤0.05) between the supplementations. A reduction in the pressure pain threshold in the biceps was observed after the placebo session, but without differing (p≤0.05) from NaHCO3, and a reduction in the pressure pain threshold in the triceps was also observed after the NaHCO3 session, but 13 without differing (p≤0.05) from placebo, with a significant increase (p≤0.05) in pain in the right thigh after HIIT-C with NaHCO3 when compared to placebo. No significant changes (p ≤ 0.05) were found in limb circumferences and countermovement jump between the protocols, placebo, and NaHCO3. A significant increase (p ≤ 0.05) was observed in triceps thickness 24 hours after the NaHCO3 session when compared to pre-placebo. Significant increases (p≤0.05) in CK were observed 24 hours after the placebo session, and significant increases in LDH and CK-MB were observed immediately after the placebo session. The NaHCO3 session showed a significant increase (p≤0.05) in CK-MB immediately afterward, but without differing from the placebo session. Conclusion: Supplementation with NaHCO3 improved performance and possibly attenuated or prevented DMIE
- ItemCulturas escolares nas prescrições para o ensino da educação física do sistema colégio militar do Brasil (2002-2021)(Universidade Federal do Espírito Santo, 2025-11-19) Cauper, Dayse Alisson Camara; Ferreira Neto, Amarílio; https://orcid.org/0000-0002-3624-4352; http://lattes.cnpq.br/0813381772579489; https://orcid.org/0000-0002-4280-2728; http://lattes.cnpq.br/8564550055399301; Mello, Andre da Silva; https://orcid.org/0000-0003-3093-4149; http://lattes.cnpq.br/1466918874732141; Locatelli, Andrea Brandão; https://orcid.org/0000-0001-7305-0787; http://lattes.cnpq.br/8754516218846670; Rocha Junior, Coriolano Pereira da; https://orcid.org/0000-0001-8228-2088; http://lattes.cnpq.br/5043564877292093; Melo, Victor Andrade de; https://orcid.org/0000-0002-1983-1475; http://lattes.cnpq.br/9730234823420258This thesis analyzes the prescriptions for Physical Education teaching in Military Schools and, specifically, investigates the participation of civilian teachers in the development and revision of these curricular devices that were in effect between 2002 and 2021. The study utilizes the following sources: a) Physical Education curricula from the Brazilian Military School System (BMSS), referred to as the Study Area Plan, Discipline Plan, and Didactic Sequence Plan; b) magazines produced annually by the Military Schools; c) ordinances, bulletins, and other documents; d) interviews conducted with Military School teachers. From a theoretical and methodological perspective, the investigation is grounded in Cultural History, in Chartier (1990), Bloch (2001), Certeau (1998), in the Italian microhistory of Ginzburg (1989), and operates in the interpretation of data through the analytical category of school culture. Chapter I situates the reader regarding the investigated educational context and the object of the thesis. It also presents the objectives, theoretical framework, and the study's organization. Chapter II demonstrates, through a state-of-knowledge review, that although Physical Education within the Brazilian Military School System has been an investigated topic since the mid-2000s, it is only in studies conducted from the late 2010s onward that the prescriptions for this curricular component began to be mobilized as sources by researchers. Furthermore, none of them mobilized the prescriptions as an object of study. Chapter III establishes, through bibliographic research on the Modernization Process of Army Education, the diachronic aspect of the school culture within the Brazilian Military School System which, especially during the implementation of competency-based teaching, created conditions for the participation of civilian teachers in the development and revision of teaching prescriptions for curricular components. Chapter IV demonstrates, through historical document analysis, that the prescriptions for Physical Education teaching in Military Schools approached the perspective of the printed medium as a Toolbox until the implementation of competency-based teaching, when they moved away from this model and toward the concept of the Pedagogical Collection. After the consolidation of competency-based teaching in the BMSS, this material retains aspects that classify it as a Pedagogical Collection but also presents elements that characterize it as a Toolbox, indicating a hybrid printed form. Chapter V presents, through descriptive exploratory research, possible outcomes of the Educational Modernization in Military Schools as recorded in their magazines, highlighting the synchronic dimension of school culture within the BMSS. Chapter VI demonstrates, through qualitative research, that civilian teachers operated in the curricular revision through tactics and strategies to legitimize the school culture they represented, given the scenario of competing representations of how Physical Education should be in the BMSS. Based on these primary results, the study confirms the hypothesis that the school cultures of Military Schools have been assuming a leading role in the processes of curricular development and revision for the Physical Education discipline, through its interlocutors who are periodically called to meet to participate in the polemological game Certeau (1998) that defines the updating of this curricular component's curriculum.