Mestrado em Educação Física
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- 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.
- ItemIniciativas de questionamento da ‘tradição’ na Educação Física: percepções através da trajetória acadêmica e profissional de 04 professores argentinos(Universidade Federal do Espírito Santo, 2023-04-14) Gomes, Debora Nascimento; Almeida, Felipe Quintão de; https://orcid.org/0000000240565159; http://lattes.cnpq.br/3827408926506567; https://orcid.org/0000-0002-4760-1095; http://lattes.cnpq.br/4053152694202762; Gomes, Ivan Marcelo; https://orcid.org/0000-0002-0311-9651; http://lattes.cnpq.br/5874951331253226; Lara, Larissa Michelle; https://orcid.org/0000-0001-9210-6360; http://lattes.cnpq.br/5513604609812725La Educación Física, en Argentina, experimento, a fines de la década de 1980, diferentes iniciativas de renovación en su estatus teórico y epistemológico. Estos cambios contribuyeron a la propuesta de diferentes directrices curriculares y directrices a nivel nacional para la elaboración curricular en el contexto de la formación de maestros de Educación Física y en la educación primaria. Según Cena, Fassina y Garro (2006) y Rozengardt (2014), la década de 1980 es un período importante, porque expresa un hito histórico y social frente a la posibilidad de fortalecer diferentes procesos de impugnación del "orden" actual que no conciernen solo a EF, sino al contexto general del país, marcado por procesos sociales más amplios que impactaron en la trayectoria de algunos maestros e intelectuales de la zona. En este proceso, según Levoratti (2018), diferentes profesionales presentaron tensiones sobre los significados y objetivos de la Educación Física. En vista de estos cambios, nuestra investigación tiene como objetivo analizar y comprender cómo estas iniciativas de cuestionamiento de la tradición, que impactaron en la trayectoria de diferentes maestros, tuvieron repercusiones en cómo entienden a EF. En términos metodológicos, se buscó conocer y entrevistar a cuatro docentes con participación activa en diferentes espacios de formación en Argentina. Estos profesores tenían influencias de diferentes países (de Europa y de la propia América Latina). Por lo tanto, se estaban apropiando de teorías, reflexionando e incluyendo nuevos conceptos en su investigación y transformando sus propias percepciones sobre el cuerpo, la educación física, sobre el tema, la educación y el mundo. En vista de lo anterior, es importante considerar los estudios de educación, filosofía y sociología como contribuyentes a lo que tanga el debate epistemológico e identitario en el área de la Educación Física. Era posible percibir una preocupación por no reducir la EF al deporte, a la comparación, al juicio de un cuerpo "sólo" como biológico.