Conhecimentos sobre o corpo: uma possibilidade de interven����o pedag��gica nas aulas de educação física no ensino m��dio

The following study aims at the main conceptions around the body and the learning through physical education classes at school. Therefore, this research mainly presents a proposal of pedagogical intervention on physical education for Ensino M��dio, centered on the knowledge about the body as well as how to evaluate the impacts of such interventions on the students‟ learning process. In order to surround our field of investigation, this work elaborates the following study questions: a) What have students learned about the body in physical education classes in Ensino M��dio at IFRN? b) What methodological possibilities can contribute on the experience of meaningful learning processes in physical education in Ensino M��dio related to the knowledge of body aspects? Regarding to the methodology used, this ethnographic research used several instruments for data collecting like dairies, diagnostic activities, self-assessment evaluations, portfolio, filming, photographs and posts on the social network facebook. The materialization of the pedagogical intervention and all of its implications allow us to consider that the physical education classes in Ensino M��dio at IFRN, campus Parnamirim have supported meaningful experiences of learning. Also they motivate relevant discussions applicable to the students‟ everyday lives once they are supported by discussions related to the influence of media about the body of teenagers, the irregular use of steroids, massaging as a possibility of body relaxation. Also, we point out that the students had the chance to experience body activities which crossed the limits of physical education classes‟ hegemony at school, such as indoor soccer, dodgeball, volleyball, basketball and handball. Thus, the students could experience body activities beyond the limits of most common sports, which started several discussions about the juvenile universe and culture. Beside the professional and personal importance of this work, we list the scientific relevance for the production of knowledge on the educational field once the number of Works about the knowledge of the body are still only a few. This study is mainly about alternative body practices. Therefore, we consider that the knowledge about the body can and must be studied not only through alternative practices, but also in different approaches which can be attributed to body running phenomenon. Finally, we believe that the discussions hereby motivated about the matter are far from being enough, so we deliver our intention in deepening this study on forthcoming researches about the knowledge of the body in the field of physical education in Ensino M��dio

Em busca de novas territorialidades pedag��gicas para a identidade da Educação Física no Ensino M��dio integrado: uma perspectiva p��s-cr��tica

Cet ��tude s agit du domaine de l ��ducation Physique comme composante curriculaire dans le contexte de l Ensino m��dio integrado (l enseignement secondaire professionnel int��gr��) dans le IFRN, Campus Natal Zona Norte (R��gio Nord). Son objectif principal est sur le plan ��ducatif des actions de l enseingant au proc��s des convivialit��s avec la culture corporale �� partir des exp��riences, d��sires, besoins et volont��s des apprenants dans la perspective de l imersion dans le monde de la cr��ativit��, de la recherche, de la connaissance et de la transformation de l identit�� p��dagogique de la composante curriculaire. Dans ce sens, l ��tude a eu comme objectif l ��laboration d une propisition p��dagogique, fondament��e sur la Th��orie Post-critique de l ��ducation qui contribue pour la configuration de l identit�� de l ��ducation Physique dans les cours t��chniques int��gr��s de niveau secondaire. La recherche s est configur�� dans une intervention p��dagogique fondament�� sur les pr��ssuppositions methodologique d une exp��rience empirique du genre recherche-action apliqu�� dans l univers scolaire des cours th��cniques int��gr��s de l enseignement secondaire de l IFRN, Campus Natal Zona Norte. Les sujets qui ont particip�� de la recherche, sont les apprenants des groupes de la premi��re ann��e du cours de Commerce et ��l��ctronique de la soir��e (13h �� 18h), inscrit �� partir de l ann��e 2012. Les instruments utilis��s pour la recherche ont ��t�� deux questionaires et une cahier de bord. Les r��sultats obtenus sont dispos��s dans des graphiques qui repr��sentent les paroles des sujets apr��s le proc��s d intervantion et les analyses r��alis��es sous l ��tude-recherche, qui ont ��t�� faites por l analyse de contenu, de l image principale de la population recherch��e. On consid��re que les r��sultats de la recherche ont ��t�� plausibles �� la mesure que au-del�� du support et de la participation dans la recherche, les r��ponses obtenues ont d��montr�� que le proc��s d intervantion p��dagogique a ��t�� pertinent pour les apprenants des cours t��chniques int��gr��s de niveau secondaire de Commerce et ��lectronique de l IFRN, Campus Natal Zona Norte. Le sense essentielle de cette th��se s est concentr��e dans la dimension interculturelle pour l ��ducation Physique dans le secondaire int��gr��, comme un travail fondament�� �� partir des temoignage des apprenants et par la conception post-critique du curriculum qui refuse les explications ��videntes et institu��es comme des v��rit��es finales dans l objectif de r��guler et controler les sujets de l ��ducation. L option faite par cet abordage de th��se a ��t�� pour rompre avec l ��tabli �� partir de la proposition d un dial��gue, avec les apprenants, �� la recherche de nouveaux territoires p��dagogiques pour l Education Physique �� l enseignement int��gr�� de l IFRN, Campus Natal Zona Norte. Des territoires qui occupent des espaces dans la culture scolaire, dans une dynamique dialogique avec les apprenants, qui se d��fine politique et p��dagogiquement pour la diversit�� culturelle du mouvement, qui aborde le concept de mouvement dans la proximit�� des actions corporales cotidiennes et qui propose de nouvelles possibilit��s et de recr��ations pour les pratiques de la culture corporale. La perspective post-critique ouvre des possibilit��s pour de nouvelles langages en fortifiant les narratives de ce qui ont toujours entendu et cependant ont silenci�� ses voix et ainsi, la th��se a confirm�� que, l ��tude pr��sent et la recherche support�� par la th��orie post-critique du curriculum ont possibilit�� une nouvelles configuration pour l identit�� p��dagogique de l ��ducation Physique dans la condition de composant curriculaire des cours t��chniques int��gr��s de niveau secondaire de l IFRN au Campus Natal Zona Norte

A sistematiza����o do conte��do jogo nas aulas de educação física do ensino fundamental e m��dio

Since the enactment of LDBEN 9.9394/96, Physical Education began to be understood as a curricular component in school. Thus, we see the need for systematization of content. We observed that the physical education classes at the public schools in Natal/RN from the game content, teachers did not use the existing proposals for systematization. And it was on this reality that the study occurred, aiming to present and discuss a proposal to systematization the game content in physical education classes in elementary and secondary education. Accordingly, we departed of following question: What possibilities of systematization of the game content in school physical education classes?. The methodology used was the action research, which allowed us to structure the intervention plan for the game content, directed to a reflective didactic process. The dialogue with action research provided an opportunity to understand of the proposal of systematization, the knowledge of game content, the planning and process of teaching and learning in physical education lessons developed. We use the proposed systematization the book Educação Física Escolar e Organiza����o Curricular , to direct and organize the lesson plans. As research technique, we use the participant observation, filming, photographic records and field diary, guiding us in the debates and discussions about the field of research. The applications of the lesson plans were carried out in three schools, all located in Natal / RN: Escola Municipal Professora Ivonete Maciel, Escola Municipal Professor Ulisses de G��is e Professor Escola Estadual Josino Macedo. The members of this study were students PIBID-EF-UFRN, teachers, supervisors and school. They made the bridge between research and action, theoretical foundation and pedagogical practice, university and school. The results were advanced for beyond the propositions submitted by the above-mentioned book. For the Elementary School 1, the proposed systematization broadened experiences and learning of knowledge of the game and of playful and body manifestations. Provided an opportunity to know and learn about game of make account, rules, popular games, cooperative games, among others. For Elementary Schools 2 and Middle education, systematized lessons allowed the practical, the incorporation of knowledge of the game and its features: such as rules, origin, meaning of the name, different denominations, among others. The students experienced and learned, popular games, pre-sport games, cooperative games, with recycled material, among others. The treatment from three dimensions of contents: procedural, conceptual and attitudinal, occurred parallel to approach the game content, and in conjunction with our interventions, not being done separately during practice, but an ongoing process during class. This new perspective of work the game, in a systematized way, with applying, description and discussion the activities, allowed elaborate a summary framework of thematizations for game content, by year of teaching

Uma abordagem cr��tica do conte��do esporte nas aulas de educação física no ensino m��dio integrado

Researchers have analyzed how sport is being taught in the classroom as a regular subject and how it is accepted as a pedagogical action at school. This study aims to suggest some pedagogic proposal on the Physical Education subject to High School System which would be planned, formulated, and applied based on some critical approach on teaching, as well as analyzing and thinking over its impact on the students' learning, taking in consideration some conceptual, procedural and attitudinal dimensions to make possible for the students to become more critical so that they will understand how this subject works in contemporary time. .We had three specific blocs to develop our research: Historic, conceptual and cultural elements about sport; Public policies to sport; Individual, group and environmental characteristics. The method of this work was based on qualitative research through some research action. The study was made actually at IFRN (Federal Institute of Education, Science and Technology of Rio Grande do Norte state), in the city of Pau dos Ferros. Students from the second year of the computing course in high school were the participants in the research, there were 37 students from eleven different cities near Pau dos Ferros. They answered some questionares and a Research Diary. From the pedagogical intervention we could prove the students have improved their knowledge about the concept on sport itself, leaving the old idea about sport only as a physical practice such as an activity with rules or as competition, we could prove they have sport as a social-cultural event, involving policies, ideologies as well as historical interferences. Another aspect they mentioned was that sport is the citizens' right and as such there must be public policies pro sports. Understanding that sport transpires on peoples' habits as well as their behavior allowed us to identify its influence on our students' quality of life back in their home towns. Therewith, it is clear the necessity of a pedagogical focus on the content of Physical Education at school to make this subject more meaningful, so that the students will become more critical and reflexive about life and will be able be real citizens

AN��LISE COMPARATIVA DO CONHECIMENTO, ATITUDES E PRECONCEITOS DE UNIVERSIT��RIOS DOS CURSOS DE PEDAGOGIA, EDUCA����O F��SICA E MEDICINA EM RELA����O �� EPILEPSIA

Epilepsy is a chronic disorder of the central nervous system, most frequently characterized by abnormal electrical impulses in the brain. It is the oldest recorded neurological disease and has been surrounded by myths, mistaken beliefs and preconceptions. Three professionals work with epileptic patients on a daily basis: teachers, physical educators and physicians . This study aimed to analyze and compare the level of knowledge, preconceptions and attitudes of undergraduate students in the courses of Pedagogy, Physical Education and Medicine, future professionals who will deal with epileptic patients. This descriptive observational study was conducted with 286 university undergraduates of both sexes (women 99/34.6% and men 187/65.4%) from the first to fourth year of Pedagogy, Physical Education and Medicine courses at the Universidade Estadual Rio Grande do Norte (UERN), with mean age of 23 years. A validated and adapted 17-question questionnaire, divided into nine knowledge-based questions, five related to preconceptions and three on attitudes, was applied. Results allowed elaboration of a manuscript entitled Comparative Analysis of Knowledge, Attitude and Preconceptions in University Undergraduates of Pedagogy, Physical Education and Medicine Courses in Relation to Epilepsy. The findings of this article show that knowledge of epilepsy in the three groups is very satisfactory. The low level of preconception indicates that educational or clarifying information is being transmitted, albeit by television, a layman s information vehicle, which has undoubtedly contributed to reducing the stigma of epilepsy through educational information. Results also suggest a lack of knowledge on how to act during a seizure, especially in education professionals. Although there are limitations in our sample, the relevance and contribution of this study is to call attention to the importance and need for these future professionals to be informed and learn correct attitudes with respect to epilepsy during their academic formation. This is essential at a time when the disease is being brought out of the shadows. This research was supported by the Office of the Dean of Teaching, and Deans of Pedagogy, Physical Education and Medicine at UERN. The research was made possible by the multidisciplinary interaction among a physical educator, child neurologist and statistician, all contributing to achieving the aims set out here

Para uma andragogia do esporte:discutindo as diretrizes e a forma����o profissional para a Educação Física de Jovens e Adultos

For the development of this research the following general objective has been formulated, indicator of the process of inquiry: To discuss the relation between the attitudinal and the sportive contents presented in the proposal of Curricular Lines for the Physical Education of Young and Adults in Brazil. According to the corporeity and the ludicity, questioning the formation of the professional of Physical Education and delineating the perspective for a sport andragogy that values the Being and the Life. From this general objective, the following objectives, which had given greater specificity to the investigative process, were defined: 1. To create the theoretical context from the corporeity/ludicity axis, articulating transversally sportive knowledge, aiming to contribute for a sport Andragogy; 2. To analyze the objectives proposed for the Physical Education of Young and Adults according to an elaborated theoretical reference and to the testimonies of the egresses of 2005 of the Physical Education course of the UFRN. 3. To interpret the relation between attitudinal and educative content from the academic reality lived by the egresses of the Physical Education course of the UFRN. 4. To understand the most urgent necessities of sustained formation of the egresses of 2005 for satisfactory performance with the Physical Education of Young and Adults. 5. To propose perspectives for the construction of a sport Andragogy from the corporeity/ludicity axis. In attendance to the nature of this research and as form of guiding ourselves in this epistemological adventure, the following ones had been basically and theoretically estimated. 1. Corporeity is a radiant focus, prime and main of educational criteria; 2. The task of the education must be carried through with men and not for men; 3. Man must only play with the beauty and with the beauty he only must play. ; 4. The sportive education must be based on esthetic and fair play. The adopted research approach is of a qualitative nature, using the interview procedure with a group consisting of twelve egresses of the Physical Education Course of the UFRN of the year of 2005.2 After the discussion of the results on the attitudinal objectives and content for the Physical Education for Adults and Young, the study shows nine themes presented by the investigated group as priorities for their sustained formation, aiming at the performance of the professional of Physical Education with the EJA: inclusive experiences; leisure and quality of life; relationships; body and personal care; social values; self esteem; sportive phenomenon; EJA training; attitudinal contents. As a contribution to the construction of knowledge for a Andragogy of Sports, the study presents a metaphorical structure called Galaxy of Knowledge righteous Glamor of integrating nine elements inspired by the Ode to the Sport of Pierre de Coubertin: life, beauty, justice, daring, honesty, joy; Fertility; progress; peace. At the heart of the structure of knowledge is righteous install a system that articulates five principles ludopoi��tico epistemological function of connecting with the righteous knowledge of the sport that must integrate the content attitudinal proposed for Fitness for Youth and Adults in order to facilitate the realization of their objectives proposed for this method of teaching

Correr, saltar, lan��ar, dialogar :uma reflex��o sobre corpo e aprendizagem nas aulas de educação física

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior

Imagin��rio radical e educação física: trajet��ria esportiva de corredores de longa dist��ncia

Cette ��tude propose une lecture du sport d endurance, prenant comme perspective th��orique l imaginaire radical et consid��rant les dimensions socio-historiques e subjectives de la pratique de courses de longue distance. D abord, l ��chantillon la recherche a ��t�� compos�� de huit sujets-atl��tes du groupe de courreurs de rue Sport Vida. Ainsi, em m��me temps que nous faisons une analyse socio-historique de cette pratique sportive, nous consid��rons l ensemble des aspects s��cio-culturels et poursuivons la recherche avec comme objectif de comprendre les sens qui lui sont attribu��s par les sjuets-atl��tes, au-del�� de l aspect ��conomique et de la consommation. Nous observons que, m��me si l alt��tismo qui est pratiqu�� a des aspects competitifs (economiques), les atl��tes cr��ent d autres sens pour continuer a pratiquer ce sport, comme les amiti��s, ��tre ensemble avec les amis. Ils rompent avec la logique d��terministe du sport d��passer la limite du corps, vaincre �� n importe quel prix, d��passer les coll��gues -, en cherchant des moments de solidarit��, un sport sans violence et affectif. Nous percevons n��anmoins des contradictions dans le discours de quelques atl��tes quand confessent que le plus important est l amour du sport, les amiti��s, mais r��clament du manque de sponsorts et d appui pour pouvoir s entrainer tranquillement. Cette recherche a aussi montr�� que dans la pratique de ce sport, les atl��tes construisent une obstination, sachant le sacrifice qu il impose au corps, mais cela se transforme en plaisir, excitation et recherche d ��motions fortes. Valeurs ��thiques sont aussi construites et valoris��es dans l atl��tisme, ce qui est observ�� lorsque que les sujets-atl��tes critiquent avec v��emence a propos de l usage de substances chimiques par les sportifs. En choisissant l imaginaire radical comme principale inspiration th��orique pour cette recherche, il devient ��vident que le sport peut ��tre ressignifi��, �� partir du moment que cet imaginaire est potencialis�� dans l enseignement de l ��ducation physique, porvocant chez les ��l��ves une r��flexion critique sur la soci��t�� et sur le sport, qui passe �� ��tre redimensionn�� vers la solidarit��, avec d��mocratie et autonomie. Enfin, l ��tude a r��v��l�� que le sport d endurance est capable de cr��er des liens sociaux et structurer des relations �� partir de cette pratique

Consci��ncia corporal e educação física escolar: possibilidades de interven����o

The investigation about the body consciousness in school Physical Education had as main objective reporting a possibility of intervention, linking it directly to the contents of Physical Education and considering it as a crosscutting theme in this research. In this scope, we worked specifically with two contents of Physical Education - knowledge about the body and fights. During the study, we are going to discuss about teaching strategies for the themes of body awareness. To develop this work, we used the following study questions: how is treated the body consciousness in Physical Education and how it has been addressed in educational interventions? What are the difficulties found to the themes of body awareness on different issues of school Physical Education? How body awareness thematized in contents in Physical Education is received by the students and what are the attitudes demonstrated by them during the development of these lessons? Based from questions of study, we used the following methodological tools: participant observation, interviews, photographic records, debates, films, dramatizations and dynamics, which they were performed to stimulate students' critical thinking about their body and the other children s one. The research with ethnographic characteristics was conducted in two schools: one elementary school I, in Natal and one elementary school II, held in the municipality of the Jo��o C��mara, in the state of Rio Grande do Norte. We developed a structure in order that the three dimensions of contents conceptual, procedural and attitudinal were experienced by students. The work is structured in five chapters. At first, we made an introduction to justify the motivations that led us to write about body awareness at school. In the second chapter, we discussed reflection about the body and its possibilities of understanding, reflecting on the body and how this awareness was being treated in physical education classes at school. In the third chapter, dealing with the body awareness and dialogue with the Physical Education, we had made a theoretical approach, from authors such as CLARO (1988), N��BREGA (2000), ARAG��O (2004), MELO (2006), LORENZETTO and MATTHIESEN (2008) in order to situate the body consciousness and its relationship with physical education. In the fourth chapter, we talked about body awareness thematized in physical education contents: knowledge about the body and fights. We introduced the teaching experience developed in the school and we discussed with authors such as OLIVIER (2000), DARIDO AND RANGEL (2008), among others, about how was the reflection about the body leaving of these experiences. The fifth chapter was intended to closing remarks, in which we concluded that the body awareness, treated in physical education in school by sociocultural and historical aspects, it will contribute in building a man, a body and a society. Although the body consciousness is crafted in a few moments of Physical Education, based on the practices of body awareness or alternatives; in our proposal, we pointed out another perspective to work with body awareness, bringing its elements to permeate and pass through the contents of Physical Education. At work we can see a suggestion for that these experiences are carried out by other Physical Education professionals, obviously adapting the activities according to age and educational level of students

Avalia����o da educação física na escola: an��lise de uma proposta de interven����o

El presente estudio tiene como tema principal el debate sobre la evaluaci��n de la escuela, espec��ficamente la evaluaci��n de la ense��anza y el aprendizaje de la educaci��n física en la escuela. Presenta las tendencias pedag��gicas que influyeron en los modelos de valoraci��n de la educaci��n en general y espec��ficamente determinados que el proceso de evaluaci��n en la escuela de educaci��n física. Analiza la evaluaci��n en educaci��n física de una experiencia de ense��anza en la escuela p��blica. Para ello, hemos desarrollado la siguiente pregunta: ��cu��les son las posibilidades de evaluaci��n en Educaci��n Física, teniendo en cuenta su significado y sus implicaciones en el proceso de ense��anza-aprendizaje que experimentan los estudiantes? Ya que era un problema se gu��an la reflexi��n sobre nuestra pr��ctica docente, hablamos de la evaluaci��n en Educaci��n Física de cinco cuestiones esenciales para nuestra consideraci��n, a saber: ��para qu�� evaluar (razones) para evaluar la (las dimensiones del contenido ), al evaluar (momentos) se eval��a (estrategias metodol��gicas), que eval��a (responsable de la evaluaci��n)? En este sentido, este estudio tuvo como objetivo discutir el proceso de evaluaci��n en Educaci��n Física, al reflexionar sobre su significado y sus implicaciones pedag��gicas en la ense��anza y el aprendizaje de la educaci��n física, y guiado por el informe de una experiencia de aprendizaje experiencia en una clase de 6 �� y 7 �� grado de la escuela primaria Escuela Fernandes Arcelina Estado, ubicado en la ciudad de Maca��ba / RN. Hemos encontrado en este estudio que es la evaluaci��n de la escuela es un proceso complejo determinado por muchos factores sociales,. Jur��dica, cultural, estructural, y que sea ��til para repensar el proceso de ense��anza-aprendizaje y su propia pr��ctica docente Tambi��n creemos que nuestro estudio se revela como una evaluaci��n metodol��gica de las posibilidades. En ella, que se encuentra es posible evaluar en Educaci��n Física que estudia no s��lo los resultados de aprendizaje de los contenidos t��cnicos, habilidades y destrezas motrices, sino que nos permite analizar el rendimiento de los estudiantes en otras dimensiones de la integridad humana, como la las actitudes (valores), los conceptos, los aspectos afectivos y sociales

A configura����o da educação física no Instituto Federal de Educação, Ciencia e Tecnologia do Rio Grande do Norte IFRN: contexto e perspectivas atuais.

Over time the Physical Education on IFRN has considered the sport as the only possibility of pedagogical action. In the purpose of investigating the aspects that determine this condition, this study aimed the context of physical education within the institutional framework and its current perspectives in the process of institutional transformation. In this sense, were addressed the following study questions: What political pedagogical aspects that influenced the context of Physical Education on IFRN and how the pedagogical experience on Mossoro s campus incorporated the perspectives of curricular proposals transformation for the High School and the theoretical changes of the Brazilian Physical Education. Methodologically the work was based on a qualitative approach characterized as a descriptive- comparative research. The technique of discourse analysis was employed in the speech of research collaborators having as categories of analysis the professional activities time in the institution; The ratio of official use of the assumptions to the pedagogical practice of Physical Education in IFRN; The sport in the education process of students and The Prospects of Physical Education in the current configuration of IFRN. The data analysis allowed us to infer that the theoretical methodology of pedagogical practice of Physical Education in IFRN need to be reformulated and that it is necessary a contextualization with the curricular principles of the political institutional pedagogical project and with the Curriculum Guidelines for Secondary Education. The teaching experience developed in the Mossoro s Campus was contextualized with the national curriculum guidelines for secondary education and the theoretical changes of the Brazilian Physical Education. We conclude that it is necessary a collective action of the group of teachers to transform the educational profile of Physical Education of IFRN, beyond the institutional support to be able to consolidate the physical education curriculum component in the current dimensions of society, human being, education, science, technology and work, proposed by the philosophical principles and epistemological political project of IFRN educational

A aplica����o dos temas transversais nas aulas de educação física - ensino m��dio integrado

A escola tem se guiado por a����es pedag��gicas do professor consideravelmente limitadas, as quais t��m dificultado configurar com nitidez inten����es educativas que contemplam a sua organiza����o curricular. Nesse sentido, esta disserta����o tem por objetivo apresentar uma experi��ncia pedag��gica da educação física a partir da operacionaliza����o de temas transversais com os conte��dos curriculares no ensino m��dio integrado no IFRN, campus SGA. Os fundamentos te��rico-metodol��gicos seguiram a linha qualitativa da pesquisa-a����o. Participaram desta pesquisa estudantes dos cursos de Edifica����es e Inform��tica do 1�� ano do ensino m��dio integrado e a professora-pesquisadora, que �� servidora efetiva do instituto. Optando pela pesquisa-a����o, estruturamos uma interven����o pedag��gica com inten����o de promover a constru����o de conhecimento dos conte��dos da educação física com os temas transversais, tanto em amplitude como em profundidade, alicer��ada no aporte te��rico da teoria da a����o dial��gica (FREIRE, 2011) e da concep����o aberta no ensino da educação física (HILDEBRANDT, 1986). A pesquisa teve como procedimentos a observa����o participante e a filmagem das aulas de educação física. As observa����es e os discursos dos estudantes foram organizados em categorias de quest��es, a saber: 1. Percep����o dos estudantes sobre a educação física; 2. Sentidos e significados dos conte��dos da educação física na interfase com os temas transversais nas aulas; 3. Di��logos sobre a intera����o do conhecimento na rela����o professor-estudante. As observa����es e a an��lise dos depoimentos dos estudantes apontaram, em alguns momentos, que as aulas de educação física ainda s��o estruturadas no modelo rola bola , sem planejamento, configurando-se mera atividade, e n��o como pr��tica pedag��gica que trata dos saberes do campo da cultura de movimento. Por n��o constituir-se pr��tica pedag��gica que aborda os conte��dos de forma sistematizada, n��o se tem de forma precisa a ordena����o e sequencia����o dos aprendizados de pr��ticas corporais, tampouco a introdu����o de temas transversais, os quais n��o poderiam ser aprendidos sem uma a����o pedag��gica concreta do professor. A intera����o professor-estudante afetiva e dial��gica favoreceu que os estudantes se permitissem participar das experi��ncias corporais de um jeito diferente, aceitando aprender os conte��dos curriculares em conjunto com os temas transversais, passando a perceber as aulas de educação física como espa��os de experi��ncias de movimento que lhes permitiram atribuir sentido/significado, al��m do conhecimento sobre o universo da cultura de movimento. A nosso ver, acrescentamos tamb��m que a escola n��o valorizou o trabalho com os temas transversais, pois a recente discuss��o sobre a inser����o desses temas como tem��ticas relevantes, que devem ser tratadas pedagogicamente em conjunto nos componentes curriculares, ainda n��o �� contemplada expressivamente no projeto curricular da escola

Trajet��ria profissional e rupturas epistemol��gicas na educação física e na atua����o do professor

This dissertation is the result of concerns with the theoretical-methodological and pedagogical learning processes occurred in the practice of physical education in school, which accompany me since the initial training, when I experienced learning in a piecemeal fashion, focused on technicality and sportivization. In order to better qualify the pedagogical interventions of physical education in school, I have always been worried on applying what I received at the University, but the routine of classes was always demanding others doings. In this sense, there were many moments of epistemological ruptures occurred in my training, in which I always sought new investment in training to account for the provision of a more humanistic and grounded in real educational precepts physical education. To that end I had to reflect on the pedagogical interventions throughout my training, in order not to carry out the activities as heavy doings, but as metamorphoses of knowledge and thus generating learning for students. Thus, this dissertation fits into this context with the overall goal of discussing my professional career, considering the epistemological ruptures of Physical Education, occurred in my training and expertise. The objective is also to identify the contributions of these formations in professional activities, centered on storytelling and reflection of significant experiences in the teaching of sports and Physical Education. We highlight the paradigm shifts, leaving the gymnastic methods, through dance-physical education method, psychomotor, reaching the contemporary critical theories experienced from the culture of movement as well as its implications for professional practice. We chose a qualitative research, using the autobiographical method, using as sources or techniques, narratives, photographic recording and video samples. In the studies within the area of education, for the most part, qualitative research came to oppose the positivist view of the quantification on analysis of social phenomena. New ideas were appearing in order to present innovative perspectives to understand the real. The survey data will be presented in narrated form (descriptive), analyzed based on the theoretical framework that guides the study, especially authors who discuss school physical education, vocational training and body conception. We believe our study may be of relevance for training in Physical Education that as from pedagogical reflections in certain historical realities, envisions being able to open new perspectives for the performance of other physical education teachers

Gest��o ambiental na educação: um estudo sobre fatores que afetam o comportamento ambiental de professores do ensino m��dio, na cidade de Floriano-PI

The present work sets out environmental issues in educational field. The aim of this research was to investigate the factors capable to influence the environmental behavior of the teachers in High school of the public school in Floriano, state of Piaui. For this, the methodology utilized an explanatory and descriptive search like a survey; questionnaires were applied with open and close questions establishing shifts that made up the following aspects; knowledge, behavior, responsibility, participation and trait of the teachers. The statistic techniques to analyze the data were descriptive analysis and analysis of multiple regression. The results reveal that teachers care about the real surrounding problems and believe that the school must develop ambient activities to stir the consciousness, it is important to the environmental improvement of the city. However, the results point out that are developed little activities related to theme concerned, besides the level of ambient consciousness given to the students are median. It was observed that teachers have little knowledge about theme like Agenda 21 and ISO14000. After identifying some factors of environmental knowledge, it was showed recommendations. The Agenda 21 recognizes in the educational field a mean of popular consciousness; the school should develop an education according to national policy of the environmental education

Gin��stica r��tmica e educação física escolar: perspectivas cr��ticas em discuss��o

A discuss��o a respeito de perspectivas cr��ticas no cen��rio da Educação Física �� relativamente recente. Nesse sentido, nos propusemos refletir sobre a gin��stica r��tmica no ��mbito escolar a partir de uma vis��o cr��tica, tendo como alicerce te��rico-metodol��gico as abordagens cr��tico-emancipat��ria (KUNZ, 2001) e cr��tico-superadora (COLETIVO DE AUTORES, 1992), bem como os Par��metros Curriculares Nacionais de Educação Física (BRASIL, 2001). Delimitamos nosso universo de estudo perpassando, historicamente, dos Movimentos gin��sticos europeus ao contexto ol��mpico mundial para ent��o, situar a entrada da gin��stica r��tmica no Brasil e sua inser����o na escola e por fim, apontar e refletir perspectivas cr��ticas do ensino da gin��stica r��tmica como conte��do das aulas de Educação Física