Influência das aulas de educação física na prática de atividades esportivas iniciais

The sports activities occupy a growing space in people's lives, especially children and youth. Taking into consideration that this practice is of paramount importance, especially in childhood, where the acquired habits influence in adulthood, this work aims to investigate the role of physical education classes in adherence of children to the practice of some activity sports. These are a dynamic process, and to realize it is necessary planning, making the practice is a pleasurable activity. Thus, an important point to note is the motivation, which depends on extrinsic and intrinsic factors. Another factor that may interfere in the sporting practices is the influence of parents on children. In this context, the contact sports can be used to gain the approval of parents and not for self-gratification, this being a way to get closer to distant parents. A point worth mentioning is the physical education, as this introduces and integrates the child's body / movement culture. Often child's first contact with the sport happens at school, leading us to the assumption that the physical education teachers at the school are responsible for the athletic student motivation, and we emphasize that the school motivational factors are very dependent on students' aspirations for that a particular motivational element can take effect. The technical and / or professional outside of school physical education also influence the child, as these can provide pleasure for the sport, being a connoisseur of motivational strategies. An important motivational aspect is friendship, as children use sports activities to make new friends and find your friends. In addition, some extrinsic factors can influence the practice, such as: win, work out, play, socializing, competition, fun, etc. The drop can be caused by various reasons, such as early specialization, participation in very specific competitions for which the child is not yet ready. In addition, other factors can be...

Estratigrafia do vulcanismo mesozóico ácido da província magmática do Paraná

The Paraná Magmatic Province was generated by a large volcanic event occurred in the Lower Cretaceous, it was a phenomenon that preceded the fragmentation of the supercontinent Gondwana. In Brazil the volcanic rocks overlying about 75% of the surface of the Parana basin being the Serra Geral Formation essentially represented by basalts and andesites of tholeiitic nature and subordinate porphyritic rhyodacites, called Chapecó type and aphyric rhyolites, Palms type. Based on the chemical compositions, rocks of Palmas type are subdivided into Santa Maria, Clevelândia, Caxias do Sul, Jacuí and Anita Garibaldi. Rocks of Chapecó type are grouped into three distinct subtypes called Guarapuava, Tamarana and Ourinhos. These acidic rocks that overlying basalts are of two main types: high-Ti (Paranapanema, Pitanga and Urubici) and low-Ti (Gramado, Esmeralda and Ribeira). Representative profiles of these rocks were studied in detail in order to establish the lithostratigraphy and Chemostratigraphy of Palmas and Chapecó type. To do this was made a field work and the use of a database with 1109 samples with their geographical coordinates and geochemical information of major and trace elements, which were launched in maps generated by Google Earth. From these maps, it was verified that rocks of the Palmas type are distributed predominantly in the south region of the basin in the state of Rio Grande do Sul, accumulated along Torres Syncline, while those Chapecó type occur in the plateaus of midwestern Paraná, in this region was observed that Chapecó type overlap those Palmas type. In the profiles studied, within Palmas type, Caxias do Sul type is spread throughout the southern region of the basin, occurring at the base of the acid volcanic sequences, in other words, they are older compared to the others. It was also observed that the rocks of Santa Maria and Anita Garibaldi type occupy the top of the sequences, both covering rocks of Caxias do Sul..

Imaginária retabular colonial em São Paulo: estudos iconográficos

Pós-graduação em Artes - IA

O ofuscamento da infância no brilho das telas: relações entre teoria crítica, educação e sociedade

Pós-graduação em Educação Escolar - FCLAR

O conteúdo orgânico do sedimento influencia na distribuição intraespecífica de caranguejos-chama-maré

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Drogas, sujeito e proibicionismo: uma discussão sobre os modelos de atenção aos usuários de drogas

Pós-graduação em Psicologia - FCLAS

O processo de implementação do SUAS: um estudo sobre o trabalho desenvolvido pelo CRAS no noroeste paulista

Pós-graduação em Serviço Social - FCHS

O ensino da escrita no último ano da Educação Infantil: práticas convertidas ao traçado das letras excludentes à noção de símbolo

The theme of the writing learning in childhood education has conquered space in academic works, which occupy in analyze and understand how this process in contexts of meaning and not more before the mechanics of learning letters. Thus, in this work, it constitutes general objective to investigate whether and how the practice of teaching of oral and written expression in the last year of child education promotes the development of the symbol (sign) in children, so necessary to the learning of writing from inside to outside. The questions that served as the North for the study were the following: the teaching of writing, in the last year of child education, is organized to promote the development of the symbol (sign) in children? Which and how the ratings graphics made by children demarcate the stage of development of their writing? For its implementation, a bibliographic research was performed, using as a theoretical support for the prospect of Psychology socio-historical, especially authors as Vygotsky (1984), Luria (2001), Oliveira (1995) and Mello (2005). In addition to this was performed the empirical research of qualitative approach, according to his purpose. The data were collected by six instruments: systematic observation and direct in the classroom; audio-recording; records in a field diary, annual teaching plan of the school; lesson plan weekly and material produced by children, result of write activities. By means of the analysis of these data, we note that the writing has been worked from outside to inside, as an imposition, practice that opposes the theory of Vygotsky, already that the writing has been tackled in a way mechanical, in contexts not significant, with focused practices to the trace of the letters and copy of words, exclusive to the notion of symbol. This result points to the emergence of changes in education of writing in childhood education, without which becomes inglorious the search for a pedagogy of writing aware and...