Doutorado em Educação Física
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- 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.
- ItemProjeto de vida e formação escolar de estudantes atletas, estudantes trabalhadores e estudantes(Universidade Federal do Espírito Santo, 2025-12-05) Souza, Camilo Araújo Máximo de; Rocha, Hugo Paula Almeida da; https://orcid.org/0000-0003-2237-1155; http://lattes.cnpq.br/9904541072937059; Soares, Antonio Jorge Gonçalves; https://orcid.org/0000-0001-7769-9268; http://lattes.cnpq.br/9726601553271394; https://orcid.org/0000-0002-8607-4312; http://lattes.cnpq.br/1699252999109720; Martins, Mariana Zuaneti; https://orcid.org/0000-0003-0926-7302; http://lattes.cnpq.br/7281518704205888 ; Ferreira Neto, Amarílio; https://orcid.org/0000-0002-3624-4352; http://lattes.cnpq.br/0813381772579489; Gama, Dirceu Ribeiro Nogueira da; https://orcid.org/0000-0003-4972-650X; http://lattes.cnpq.br/4704514536667110 ; Telles, Silvio de Cassio Costa; https://orcid.org/0000-0003-2652-6118; http://lattes.cnpq.br/9130913958427863Dual careers have become a growing challenge in the educational environment, based on the specific demands of young people involved in this reality who seek to reconcile their student careers with work or any other type of professional training that is independent of school. In the basic school system, we have typical students, working students, and student athletes. However, depending on the type of student, we can say that they have very different demands. Each type of institution, in addition to school, imposes demands, values, and opportunities on young people that are reflected in the way their life plans are constructed. The objective of this research is to analyze and compare the schooling and life projects of young student soccer players, young working students, and typical young students. The specific objectives are: to compare routines and identify the main challenges faced by working students, student athletes, and typical students; to observe the processes of reconciliation and organization of time allocated to school and work activities. In the first phase of the research, 176 typical young students, working students, and student athletes responded to a survey. In the second phase of the study, 15 typical and atypical young students were interviewed using a semi-structured and open-ended script. The young participants in this study were members of the youth teams of two professional soccer clubs in Rio de Janeiro and two high schools linked to the Rio de Janeiro State Department of Education. The interviews were analyzed by mapping the recurring themes that emerged in the interviewees' statements. The results show that the central theme of the research is based on five interrelated pillars: professional identity and life plans, barriers to schooling, strategies for coping with the demands of dual careers, school environment, and family involvement. Analysis of each group showed that young student athletes prioritize sports training over academic training. Young working students in the formal labor market value their positions and aspire to remain and develop professionally in their field. Young students working in informal jobs seek alternatives to migrate in search of new job opportunities that offer better salaries and adequate structures to perform their duties. The schooling process experienced by typical and atypical young students differs. Typical young students devote themselves solely to academic training and therefore face less complex barriers, as they do not need to juggle two types of training. Young working students and student athletes who juggle work and sports training with academic training describe experiencing greater physical and emotional overload in managing their routines and responding to all the demands of the institutions. The basic education system in Brazil is structured around regular schools to serve typical young people, those who, in theory, are focused on completing their schooling. On the other hand, it offers few solutions to the problems faced by atypical young students who need to balance two careers, i.e., schooling with another type of parallel training. Finally, the unequal scenario requires that public policies developed by the State be specific and designed according to the demands ofeach group of students in school, building a viable environment for the integral development ofyoung people involved in dual careers in Brazil.
- ItemCidade, corpos e sensibilidades: estratégias e táticas na formação do cidadão republicano em Vitória (1908-1912)(Universidade Federal do Espírito Santo, 2025-05-08) Beccalli, MIchel Binda; Schneider, Omar; https://orcid.org/0000-0003-4146-7216; http://lattes.cnpq.br/5707926073087346 ; https://orcid.org/0000-0003-1193-7715; http://lattes.cnpq.br/4795736854523875; Gomes, Ivan Marcelo; https://orcid.org/0000-0002-0311-9651; http://lattes.cnpq.br/5874951331253226 ; Locatelli, Andrea Brandão; https://orcid.org/0000-0001-7305-0787; http://lattes.cnpq.br/8754516218846670; Vago, Tarcísio Mauro; https://orcid.org/0000-0001-5229-5582; http://lattes.cnpq.br/3671595343974895 ; Bruschi, Marcela; https://orcid.org/0000-0003-3948-9408; http://lattes.cnpq.br/4287790417067035This thesis analyzes the relationships among city, bodies, and sensibilities through the strategies and tactics involved in shaping the republican citizen in Vitória, Espírito Santo, during Jerônimo Monteiro's administration (1908-1912). Grounded in the perspective of New Cultural History, the research addresses urban interventions carried out under the "Uniform Plan for Improvement and Beautification of the City of Victoria," accessed through the reconstruction of material and documentary vestiges left by urban changes. The study argues that urban reforms had a pedagogical character aimed at educating the senses and forging sensibilities aligned with republican ideals of civility, hygiene, and progress. Urban transformations, such as street widening, sanitation, creation of green spaces, and regulation of commerce and circulation, are examined not merely as physical interventions but as fundamental symbolic and cultural devices in constructing new standards of behavior, beauty, and health. Methodologically, the research employs the evidential paradigm, analyzing diversified historical sources, including contemporary newspapers, official documents, photographic collections, and police inquiries. This approach enabled identifying and interpreting citizens' daily practices, revealing resistances and adaptations to official norms, understood in this study as tactics of permanence and negotiation within urban spaces. The thesis demonstrates that urban modernization in Vitória during the First Republic represented an ambitious project of sensory and sensibility education, intending to mold citizens consistent with republican expectations of order, progress, and civility. However, far from being a linear or homogeneous process, this formation was permeated by daily resistances and negotiations, highlighting the intrinsic complexity of the republican project.
- ItemNem todo consumo é igual: práticas de beber e fumar de estudantes de medicina nos contextos de lazer noturno(Universidade Federal do Espírito Santo, 2025-08-05) Freitas, Heloísa Heringer; Romera, Liana Abrão; https://orcid.org/0000-0001-7501-670X; http://lattes.cnpq.br/8157972720636940; https://orcid.org/0009-0002-2726-2716; http://lattes.cnpq.br/7163949902623931; Rigoni, Ana Carolina Capellini; https://orcid.org/0000-0002-9757-6860; http://lattes.cnpq.br/1157460929915481; Sanchez, Zila van der Meer; https://orcid.org/0000-0002-7427-7956; http://lattes.cnpq.br/; Isayama, Hélder Ferreira; https://orcid.org/0000-0002-4442-5356; http://lattes.cnpq.br/0667395123212935; Garcia, Elena Gervilla; http://lattes.cnpq.br/0000-0003-3194-5499This thesis aims to investigate whether and how medical students use drugs during their nighttime leisure activities. The study challenges the homogenization of drug use, proposing an analysis grounded in Social Practice Theory (SPT) that acknowledges the diversity of consumption patterns. This perspective enables an understanding of drug use not as a risky behavior or individual choice, but as a situated, relational, and socially learned practice. Methodologically, a qualitative approach was adopted, combining participant observation and field notes from university parties and other leisure experiences with semi-structured interviews with medical students aged 21 to 30 from a university located in the capital of Espírito Santo, Brazil. Data analysis followed Saldaña’s coding principles, supported by ATLAS.ti 23 software for information organization and visualization. The results are presented in three articles that explore: (1) students' nighttime outings to bars and parties and their alcohol consumption in these contexts; (2) drinking practices at open-bar parties; and (3) smoking practices. The findings reveal that drinking during leisure outings assumes diverse forms and meanings, including pre-drinking, aimed at saving money while achieving a desired level of intoxication before attending the main event. Alcohol consumption continues during the main event, with students managing their intake throughout the night, and sometimes extends into after-parties as they choose to prolong the experience. Open-bar parties emerge as spaces of belonging and sociability where heavy drinking is socially accepted and often expected. These settings foster distinct consumption performances compared to outings to bars. The study also highlights smoking among medical students—whether traditional cigarettes, vapes (electronic cigarettes), or marijuana—as a socially constituted practice that varies depending on the specific context. The use of smoked substances ranges from regular to occasional and is frequently associated with sociability and emotional regulation, often occurring in combination with alcohol consumption during leisure activities. By conceptualizing practices as social entities composed of meanings, materials, and competencies, SPT sheds light on the interactions between leisure, sociability, and consumption, revealing a dynamic ecosystem in which young people are embedded. This research underscores the importance of qualitative approaches to understanding consumption experiences. Drinking and smoking practices, analyzed through the lens of Social Practice Theory, are shown to be complex and multifaceted, challenging simplistic explanations and pointing to the need for public policies that are more attuned to the realities of youth. Understanding how and why these practices become integrated into everyday life is essential for developing more effective prevention and care strategies for this population
- ItemAs emoções entram em jogo na aprendizagem da docência em educação física(Universidade Federal do Espírito Santo, 2025-06-13) Silva, Mauro Sérgio da; Álvarez, Lucio Martínez; https://orcid.org/0000-0002-6797-6476; Almeida, Felipe Quintão de; https://orcid.org/0000-0002-4056-5159; http://lattes.cnpq.br/3827408926506567 ; https://orcid.org/0000-0003-1170-6474; http://lattes.cnpq.br/0811499743768045; Gomes, Ivan Marcelo; https://orcid.org/0000-0002-0311-9651; http://lattes.cnpq.br/5874951331253226 ; Martins, Mariana Zuaneti ; https://orcid.org/0000-0003-0926-7302; http://lattes.cnpq.br/7281518704205888 ; Moreno-Doña, Alberto; https://orcid.org/0000-0002-4277-0535; Bores Calle, Nicolás Julio; https://orcid.org/0000-0002-6720-0459This thesis aimed to reflect on the role of emotion in teacher constitution based on the initial experiences as a Physical Education teacher in schools. It investigated the "place" of emotion in Physical Education teaching experienced through the Program Residencia Pedagogical, 2022-2024 edition. It assumes that emotions influence pedagogical intervention, the way teachers relate to the environment, to students, and, consequently, the construction of professional identity. A qualitative research approach was developed. Data production occurred in collaboration with resident teachers through reports made during training meetings, totaling ten in-person sessions. Reports were also created on the Google Classroom platform, and a semi structured interview was conducted at the end. Over eighteen months, the students immersed themselves in the teaching routine and participated in training meetings for sharing and reflecting on their experiences in schools. The thesis was organized into five chapters. The first, "Approximation with the field of study," details the methodology and the relationship established with the collaborators, especially the residents, and the organization of the analysis categories. The second chapter, "Emotions and the learning of teaching," presents theoretical concepts about emotions and their relevance for data analysis, highlighting Scarantino's (2014) Motivational Theory of Emotions as a starting point for the analyses. The third, "Approximation with teaching and emotions," explores the emotions of future teachers before and during school immersion experiences, emphasizing the importance of problematizing them in initial training. The fourth chapter, "Teaching in motion," addresses initial training, the influence of professional goals and values on school life, the perception of image, and the construction of meanings for teaching practice. Finally, the fifth chapter, "When the game of emotions begins, it's better to play together," discusses the importance of partnerships and support in facing the initial emotions of the teaching career and the process of constructing teacher identity. The research results demonstrate that: emotions play an important role in teachers' motivation and behavior, influencing the learning of teaching and the production of meanings for it; there is relevance in problematizing emotions throughout teaching experiences during initial training, helping future teachers to develop a better understanding of themselves, of teaching work, and of the intervention context; emotions in pedagogical intervention in Physical Education influence how teachers perceive, feel, and react to classroom events; there is a need to incorporate the debate about emotions as a relevant dimension in teacher training processes.