Doutorado em Educação Física

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17597

Nível: Doutorado
Ano de início:
Conceito atual na CAPES:
Ato normativo:
Periodicidade de seleção:
Área(s) de concentração:
Url do curso:

Navegar

Agora exibindo 1 - 5 de 44

Projeto 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/9130913958427863
Dual 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.
Cidade, 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/4287790417067035
This 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.
Nem 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/0000-0003-3194-5499
This 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
As 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/0000-0002-6720-0459
This 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.
Práticas pedagógicas de professores(as) de Educação Física com a Educação Infantil no interior do estado do Espírito Santo
(Universidade Federal do Espírito Santo, 2023-08-16) Scottá, Bianca Andreatta; Mello, Andre da Silva; https://orcid.org/0000-0003-3093-4149; http://lattes.cnpq.br/1466918874732141; https://orcid.org/0000000337602091; http://lattes.cnpq.br/2813077153981104; Camargo, Maria Cecília da Silva; https://orcid.org/0000-0002-5542-4009; http://lattes.cnpq.br/6651158378681076; Zandomínegue, Bethânia Alves Costa; https://orcid.org/0000-0002-1106-3563; http://lattes.cnpq.br/7739333559051242; Chicon, José Francisco; https://orcid.org/0000-0003-1689-8604; http://lattes.cnpq.br/3869508834388913; Neto, Amarilio Ferreira; http://lattes.cnpq.br/0813381772579489
The Physical Education (PE) pedagogical practices along with the Children’s Education (CE) ones in the countryside of Espírito Santo (ES) State are this thesis’ objects of study. Such practices are focused onto two dimensions: a macro one, related to the representations of the Physical Education teachers who work with Children’s Education in nine micro regions in the state, and a micro one, targeted to the analysis of a pedagogical experience inside a district that does not use this area of knowledge together with the children’s institutions daily life. The research’s general purpose is to analyze the PE teacher’s pedagogical practices with CE in the Espírito Santo countryside through the speeches of teachers and a training experience developed in the field of supervised practice. From this general purpose, the following specific goals were spread: 1) to analyze the way make-believe games have been approached in the Brazilian Physical Education academic-scientific productions; 2) to analyze the Physical Education teachers’ speeches regarding their pedagogical practices in Children’s Education in the districts located in the state’s countryside; 3) to analyze a training experience developed in the field of the Physical Education supervised practice in the Children’s Education context, in a district in the Espírito Santo countryside that does not daily use such area of knowledge. The thesis has a multi-methodological character and articulates three research methods: the bibliographic research, the descriptive research and the collaborative research-action. Each method adopted is associated with a specific goal. The bibliographic research was used to analyze the way make-believe games have been approached in the Brazilian Physical Education academic-scientific productions. In this regard, a State of Knowledge concerning those games was produced through the analysis of theses and dissertations available in the Database of Theses and Dissertations of the Coordination of Improvement of Personal Higher Education (Capes) and articles published in the Periodicals Portal belonging to this development agency. The study stands out the plurality of authors and concepts deployed by the PE academic-scientific productions regarding the approach of make-believe playful activities in CE. Amid all this diversity, a common point was found and it is considered salutary to the area: the productions analyzed share the idea of make-believe games as playful activities, in which children can exercise their authorial practices, produce culture and have their subjectivities acknowledged and valued. Data produced in the descriptive research are used to analyze the Physical Education Teachers pedagogical practices working at Children’s Education institutions in Espírito Santo countryside. A mapping was produced in the state regarding the presence of PE in the CE context and it was analyzed the conception of childhood inherent to the pedagogical practices of those Teachers working in the institutions located in the countryside of the above-mentioned State, with focus on the make-believe games and how they deal with the children’s curricular dynamic. Semi-structured interviews were carried out with 17 teachers belonging to the nine micro regions composing the countryside of the State; they are Central Mountain, Southeast Hills, South Coast, Central South, Caparaó, Rio Doce, Central West, Northeast and Northwest. It was established that the contexts in which Teachers are inserted impact directly in the different meanings attributed to their pedagogical practices, in the conception of childhood adopted and in the way they deal with the Children’s education curricular dynamic. At last, the collaborative research-action was used to analyze a pedagogical experience developed in the subject of Physical Education supervised practice with Children’s Education, centered on the children’s engagement, on the articulation with the make-believe games, in a district in the countryside that does not use daily this area of knowledge. This experience lasted for five months and took place at children’s education institution in the district of São Gabriel da Palha, located in the central west of Espírito Santo. In this chapter, it is highlighted the importance to promote the active participation of children in the pedagogical practices, in a way to acknowledge their agencies and engagement, making the cultural productions visible throughout the process of teaching learning. Besides all that, it presents the challenges found regarding the materialization of a curriculum that collaborates with the other areas and subjects belonging to the investigated institution everyday life. In conclusion, the presence of Physical Education in the children institutions located in the countryside has been expanding in the last decades. With regard to the pedagogical practices, it is observed a plurality of theoretical and didactic-methodological perspectives that guide teachers’ actions. This plurality is the result of particularities of each context and of professional and life trajectories of the teachers interviewed. One can see, through the data analyzed, that there is no linearity in the partcipants’ speech, since their talk shows indications of a pedagogical practice that recognizes and values the authorial practices and the children’s cultural productions, as well they are tied to a maturational perspective that meets universal standards of development. In the first case, the make-believe games are highlighted as a type of resource so children can exercise their agencies and engagement. In the second one, the games and playful activities are suitable for means (methodologic strategy used to develop certain learning abilities) or as object, in which learning this playful manifestation has a self-purpose, aiming at expanding the playlist of games. In the context of collaborative research-action, it is verified the power of a supervised practice for the training of initial Physical Education teachers who seek to rescuing children from the invisibility condition and social subordination, recognizing them as individuals capable of thinking and acting for themselves in their worlds of life. This process required the trainees to shift from an adult-centric look, historically constituted in our society, to a comprehension of childhood logics from the children. As per the collaborative relations, despite the indications of an approximation between subjects and the areas of knowledge, the insertion time in the field was not enough to make the actions that break with disciplinary knowledge to be instituted.

Navegar

Submissões Recentes