Mestrado em Educação Física
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- ItemA 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/9450619789833040Historically, 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.
- ItemAs práticas esportivas em projeto de caráter social : representações sociais de crianças, adolescentes e professores(Universidade Federal do Espírito Santo, 2025-06-12) Silva, Gabriel Maroquio Zandomenighe da; Mello, André da Silva; https://orcid.org/0000-0003-3093-4149; http://lattes.cnpq.br/1466918874732141; https://orcid.org/0000-0001-6534-0477; http://lattes.cnpq.br/0128765283455101; Martins, Rodrigo Lema Del Rio; https://orcid.org/0000-0002-1082-2425; http://lattes.cnpq.br/9215131825606115; Pimentel, Giuliano Gomes de Assis; https://orcid.org/0000-0003-1242-9296; http://lattes.cnpq.br/5074388036246808This master’s thesis has as object of study the social representations of children, adolescents, and teachers who attend the social project entitled Associação Capixaba de Apoio à Cultura, Educação e Esporte (Association for Support of Culture, Education, and Sports of Espirito Santo), located in the municipality of Serra, in Espirito Santo, Brazil. The main objectives are to identify and analyze the social representations of children, adolescents, and teachers about the social sports project in which they participate. The research is qualitative, descriptive interpretative in nature, and anchored in the Theory of Social Representations, focusing on the central core of these representations. The data were produced through semi-structured interviews with four children, four adolescents, and two teachers from each unit where the project is developed, resulting in a total of 30 participants. In the analysis process, the data produced was submitted to the Iramuteq software, which generated word clouds. This software helped to identify the central core of the participants’ social representations and, with Content Analysis, understand the meanings attributed by the research subjects to the project in which they participated. The data produced with the children highlights the importance of learning different sports and interpersonal relationships between them and the teachers to maintain the bond with the project. Teenagers, in turn, want to progress in their sporting careers and are also concerned about their health. Teachers value inclusive and emancipatory perspectives in their relationship with sports practices; however, they do not operate with theoretical-methodological frameworks to achieve these objectives. Different meanings are attributed to the project, and it partially meets the desires and representations of its participants. Given the results, we conclude that the project needs to constantly review its objectives and methodological strategies so that it is in tune with the desires, aspirations, and needs of its participants, thus overcoming externally oriented approaches
- ItemEducação física, gênero e sexualidade na educação infantil : discursos, práticas e possibilidades(Universidade Federal do Espírito Santo, 2024-12-03) Bravin, Rosiane Arpini Tatagiba; Rodrigues, Alexsandro ; https://orcid.org/0000-0002-5998-4978; http://lattes.cnpq.br/7985936674676993; Wenetz, Ileana; https://orcid.org/0000-0002-3905-1900; http://lattes.cnpq.br/2590401305796612; https://orcid.org/0009-0006-3059-2379; http://lattes.cnpq.br/3418916298127274; Silva, Erineusa Maria da ; https://orcid.org/0000-0002-8736-6739; http://lattes.cnpq.br/0169716321962324; Castro, Alexandre Silva Bortolini de ; https://orcid.org/0000-0001-8769-6837; http://lattes.cnpq.br/9145198297467004This research, entitled Physical Education, Gender and Sexuality in Early Childhood Education: discourses, practices and possibilities, aims to analyze and problematize the debate on gender and sexuality relations in teacher training and pedagogical practices, based on the discourse of Physical Education teachers in Early Childhood Education in the Municipal Network of Vitória/ES. To this end, it approaches post-structuralist studies, using the notion of discourse and power relations in Foucault (1988). The research is methodologically organized in a qualitative perspective of post-critical interpretation that “[...] allows us to propose alternative ways of seeing and thinking about phenomena” (Gastaldo, 2012, p. 12). In this sense, it articulates bibliographical research, documentary research and descriptive-interpretative research. The bibliographical research indicates a scarcity in the academic-scientific production of postgraduate courses in Physical Education in relation to issues of gender and sexuality in Early Childhood Education in the last ten years, evidencing the need for studies that address the theme at this stage of education. In the analysis of national and municipal documents from Vitória/ES that guide Early Childhood Education, contradictions, advances, disputes and multiple resistances regarding gender and sexuality in childhood are observed; however, these documents do not delve into the issues of gender and sexuality for this stage of education. The research reveals that Physical Education professionals in Early Childhood Education face several challenges when dealing with this topic, such as the complexity of the concepts, the fear of negative reactions from family members and/or school staff and the lack of guidelines for an intentional pedagogical approach. Despite the difficulties, educators show interest in discussing gender issues in their practices, but sexuality is identified as a complex and delicate topic. The results of this research highlight the urgency of developing studies and training proposals that promote a more in-depth and critical discussion about gender and sexuality in Early Childhood Education. In this work, we affirm that it is urgent to expand discussions of gender and sexuality with Physical Education teachers regarding Early Childhood Education. We believe that these issues can contribute to the construction of practices, educational proposals and training processes that contemplate a more diverse and plural perception, affected by the right to difference
- ItemEthos Wellness: Um estudo de caso em uma academia de ginástica e musculação em Vitória/ES(Universidade Federal do Espírito Santo, 2023-07-20) Loures, Ana Luísa Martins; Gomes, Ivan Marcelo; https://orcid.org/0000-0002-0311-9651; http://lattes.cnpq.br/5874951331253226; https://orcid.org/0009-0009-9789-5317; http://lattes.cnpq.br/6209473422533219; Bassani, Jaison José; https://orcid.org/0000-0003-2769-8747; http://lattes.cnpq.br/0747910694137606; Rigoni, Ana Carolina Capellini; https://orcid.org/0000-0002-9757-6860; http://lattes.cnpq.br/1157460929915481The development of this work stems from initial concerns that I outlined during my undergraduate studies, WHERE the gym, in all its rituals, symbols, and liturgy, captivated my curiosity and made me want to understand this place from its forms of (re)construction of subjectivities, more than just “bodies”. Thus, the investigation conducted here aimed to analise how – and if – the admission and frequency of individuals in the gym caused any significant change, whether behavioral, such as individuals’ food choices, ways and/or products of consumption, clothing, way of speaking, of walking, and/or also in their forms of expression and thought. To achieve the research objectives, interviews were conducted with gym-goers and instructors at a gym located in Vitória/ES, followed by a participant observation at the site. The intention is to examine what I call the Ethos Wellness, from the perspective of possible chances produced through a deeper contact of individuals with the way of being, living and existing founded on this ethos, and also to scrutinize the operating logic in which establishes the Ethos Wellness.
- ItemDimensões de renovação da Educação Física no Uruguai: uma escrita realizada com docentes do campo(Universidade Federal do Espírito Santo, 2023-05-25) Sampaio, Amanda Furlam; Almeida, Felipe Quintao de; https://orcid.org/0000000240565159; http://lattes.cnpq.br/3827408926506567; https://orcid.org/; http://lattes.cnpq.br/3592648562453116; Gomes, Ivan Marcelo; https://orcid.org/0000-0002-0311-9651; http://lattes.cnpq.br/5874951331253226; Quintero, Cecilia Seré; https://orcid.org/0000-0001-8845-3394; http://lattes.cnpq.br/2770893663386217Este trabajo propone un análisis y una interpretación de los procesos de crítica y renovación en el campo de la Educación Física en Uruguay. Para llegar a nuestras fuentes de información, primero intentamos conocer el campo en Uruguay a través de textos que caracterizan el escenario de la Educación Física en ese país. La investigación se llevó a cabo a través de seis entrevistas a diferentes personas que fueron estudiantes y posteriormente profesores del Instituto Superior de Educación Física, único lugar encargado de formar a los maestros y maestras que trabajan con la Educación Física durante el siglo XX, llegando hasta nuestros días. Se caracteriza por ser una investigación cualitativa y de abordaje bibliográfico. Las entrevistas permitieron una aproximación a la tradición de la Educación Física en este país, el proceso de formación de estos docentes Luego de comprender este proceso, el trabajo se propone resaltar los principales cambios que manifiestan los seis entrevistados para comprender la renovación de este campo, los principales referentes teóricos que llegan, las principales perspectivas metodológicas, la concepción del cuerpo y de la Educación Física, y sus concepciones políticas que representan un fragmento de la Educación Física en Uruguay; también buscamos poner en diálogo con algunas proposiciones ya realizadas. Esperamos, con este trabajo, ampliar el conocimiento sobre el tema en este país, ofrecer nuevos datos importantes y contribuir al proceso de búsqueda de comprensión de la tradición crítica de la Educación Física en América del Sur.