Comparar a influ��ncia nas capacidades funcionais e n��vel de atividade física de dois tipos de aula de educação física em adolescentes do ensino m��dio do municipio de Rio Claro-SP

Regular physical activity can prevent and treat various diseases and non-communicable diseases such as diabetes, hypertension, obesity and cardiovascular disease. However, the prevalence of physical inactivity among adolescents in Rio Claro is 83%. Thus, it is necessary to encourage physical atividade through the community, especially parents and schools. The objective was to investigate the influence of two types of gym class in functional abilities in high school students in the city of Rio Claro-SP. Methodology: The study included 20 students from high school, 8 boys and 12 girls. The study took place in two high school halls of a public school in the city of Rio Claro. With the collaboration and participation in only 10 students in each room search reviews of all students occurred in mid-July in the year 2012 with the completion of the battery of tests and application of PAQ-C questionnaire at the beginning of classes of and after three months. All students were subjected to the test battery Eurofit. To compare the values of physical fitness for each type of class was held factorial ANOVA for repeated measures using SPSS and the level of physical activity was performed the Wilcoxon test. To compare the delta values (post-test-time time pre test every physical fitness) we performed the t test for all analyzes was adopted p <0.05 Classes G1 followed the schedule proposed by the state 's Notebook, where he worked subjects as body and beauty and its relationship with the media today, prevailing more conceptual classes than procedural . Unlike what has been developed with the G2 who had classes were focused on physical fitness and physical conditioning to increase the level of physical activity inside and outside the school environment . Result :The results from the data collected in this study indicate that physical fitness is not worked continuously or expressive within the Physical Education classes of high school to the population...

Esporte no contexto escolar: estudo do perfil dos professores de educação física qua atuam como t��cnicos nas olimp��adas estudantis no munic��pio de S��o Paulo

P��s-gradua����o em Ci��ncias da Motricidade - IBRC

Multiplica����o e converg��ncia das m��dias: desafios para a educação física escolar

This article presents pedagogical reflections on the relationship between media and physical education, a scenario in which digital technologies facilitate and expand access to media. Then there is the need to approach physical education to the media, given its importance in symbolic representation and behavior of students within the movement body culture. The primary intentions of the media are not necessarily compatible with the purposes of school. This apparent contradiction leads us to wonder, in dialogue with the area of media education, which would be the potential of media as a strategy for pedagogical action.

Educação física escolar: estado da arte e dire����es futuras

The aim of this paper is to characterize and discuss the School Physical Education as a profession and subarea of research in the broader academic fi eld of Physical Education and educational research. To do that, it initially defi nes the difference between research in School Physical Education from research about School Physical Education, and point out the themes and research hypotheses for this subarea. It also analyses 289 articles characterized as research in School Physical Education, published in 11 Brazilian periodicals, classifying them in the following categories: ���level of schooling���, ���bodily practice��� and ���theme���. The results indicate that the majority of studies are carried out in elementary school, in ���games��� and ���sports���, and in descriptive and interpretative research in School Physical Education practices in several dimensions and interrelations. In conclusion, it points to the need to a focus in the research in teaching, the implementation of public curricula, and teacher education. Finally, it alerts to the need for Brazilian postgraduate programs in the academic fi eld of physical education to invest more in research in School Physical Education subarea.

Profiss��o professor: olhares de professores de Educação Física escolar

No presente artigo abordou-se o processo de profissionaliza����o e forma����o acad��mica em Educação Física, buscando evidenciar as implica����es surgidas em decorr��ncia da trajet��ria de forma����o do professor dessa ��rea. Embora esta se configure tamb��m como uma profiss��o docente, sua hist��ria apresenta particularidades com rela����o ��s outras ��reas da doc��ncia escolar. Diante disto, o objetivo do estudo consistiu em estabelecer um di��logo entre as dimens��es da profissionaliza����o e da forma����o de professores de Educação Física para auxiliar na compreens��o da situa����o atual da disciplina e do processo de constru����o da profissionalidade docente. Em articula����o com a revis��o da literatura foram discutidas as concep����es de um grupo representativo de professores de Educação Física escolar da rede p��blica de ensino estadual de S��o Paulo - Brasil, coletadas por interm��dio de entrevistas semi-estruturadas. Constatou-se que para os depoentes persistem, ainda, equ��vocos no imagin��rio da comunidade escolar a respeito do valor e da fun����o da disciplina Educação Física para o desenvolvimento do alunado, sendo a disciplina freq��entemente indicada como sin��nimo de esporte. Entende-se que a compreens��o da trajet��ria dessa profiss��o at�� o momento (que pode ser considerada uma profiss��o recente), assim como os fatores que contribu��ram para a desvaloriza����o do professor da ��rea, s��o importantes recursos para come��ar a pensar o futuro. Concluiu-se que cabe, especialmente, �� forma����o docente constituir-se num componente que efetivamente contribua para a (re)constru����o da profissionalidade do professor e para a legitima����o da disciplina Educação Física no campo educacional.

As proposi����es te��rico-metodol��gicas para a Educação Física escolar das d��cadas de 1980 e 1990: antes, agora, e depois?

O objetivo desta pesquisa �� realizar, uma avalia����o cr��tica de algumas das proposi����es te��rico-metodol��gicas para a Educação Física Escolar elaboradas no Brasil nas d��cadas de 1980 e 1990, a partir do ponto de vista de seus autores. Para tal, foram entrevistados seis autores. Conclui que tais proposi����es continuam sendo importantes na forma����o dos professores, mas precisam ser articuladas com novos conhecimentos e se aproximarem das pr��ticas pedag��gicas concretas.

Compreens��o de rigor nas pesquisas realizadas em trabalhos de formatura do curso de Educação Física, licenciatura e bacharelado

Esta pesquisa revela o rigor adotado nas pesquisas dos cursos de licenciatura e bacharelado em Educação Física, aplicando a Pesquisa do Fen��meno Situado. Primeiramente exp��e o mundo vida do autor , passa a uma pr��-reflex��o sobre o assunto, o rigor nos TCCs, situa o fen��meno na consci��ncia dos alunos que entregaram seus TCCs o ano passado e segue o m��todo da an��lise apresentando as an��lises ideogr��ficas e a constru����o dos resultados. O rigor nos TCCs n��o �� alcan��ado e chega a ser menos importante que o retorno social da pesquisa. O rigor n��o �� alcan��ado por falta de conhecimento dos alunos em m��todos e t��cnicas mais eficientes para serem usados em suas pesquisas

As etapas da carreira docente e o processo de forma����o continuada de professores de Educação Física

In this research, qualitative, aimed to analyze the meanings assigned by Physical Education teachers to the relationship between continuing education and professional development stages. Semi-structured interviews were conducted with eight state public school teachers of Bauru/SP. The data were analyzed following the theory referential of HUBERMAN (2000), relatively to the concept of professional life cycles, and found that as well as other factors of the teaching career, on the extent of continuing education teachers also have different needs at each moment professional. In summary concluded: the early stage to teaching, they seek activities to improve pedagogical practice; stabilization phase: to solve problems in the educational context and to disseminate the academic content between teachers; diversifi cation phase: to provide a basis to work new content and to make constant updates according to educational innovations; serenity/exit: they feel the need to attend training activities in different spaces of the school.

N��vel de atividade física e imagem corporal de alunos ingressos de um curso de educação física da Cidade de Santo Andr�� - SP

The aim of this study was to evaluate the level of physical activity confronting to the real and ideal body image of 65 individuals of both gender (27 women and 38 men) aged between 18 and 37 years old, all students of a Physical Education College of Santo Andr����s City - SP. The instruments used were the International Physical Activity Questionnaire, Short version (IPAQ, 2005) and Test for assessment of Body Image proposed by Stunkard et al., (1983) and adapted by Marsh and Roche (1996). According to the results, male subjects are more actives compared with female, as well as for the real and ideal body image males showed no significant difference, however, the females showed differences between the real and the ideal body image, between the gender no significant differences existed on the real and ideal body image. We can conclude that the students of this Physical Education College mostly presents in moderate or high level of physical activity, showing that the male are pleased with the real and ideal body image, and for a willing female body silhouette thinner ideal than real, with no significant differences between genders, and thus leading us to believe that the physical education College lead the students to experience practical activities becoming them lifestyle most active in search of a better quality of life and wellness.

Educação Física, cultura e sociedade

Trata das rela����es entre Educação Física, cultura e sociedade, valendo-se do conceito de cultura corporal de movimento. Considera as m��dias como importe elemento dinamizador da cultura contempor��nea, e aponta a necessidade de atualiza����o da Educação Física diante dos fen��menos culturais.

A����es de Educação Física na sa��de coletiva brasileira: expectativas versus evid��ncias

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Um estudo sobre a interven����o com o professor de educação física para a inclus��o educacional do aluno com defici��ncia visual

It was aimed to identify how the physical education teachers worked to include a student with visual impairment; intervene with the teacher from the identified necessities and assess the intervention. Data were collected in three stages: 1) Weekly monitoring and filming the classes, 2) intervention by the reflection of videos coming from the previous step and suggesting new actions, 3) development of filming for evaluating the intervention. Before the intervention, it was identified that the explanation of the activities happened collectively. It was held the physical help as the first form of instruction, the student with visual impairment participation occurred depending on the company of a classmate who held hands and did the activities together. Along the intervention it was reflected about the structure of the classes, the ways of explanation of the activities and the strategies and the resources to assure an enjoyable participation of students with visual impairments. The training of peer tutors was a strategy used. After the intervention it was identified in the classroom the assistance of the trained peer tutors; the maintenance of oral explanation and demonstration, though, the first way to explanation for the student with visual impairment started to be the oral tip.

Entre fadas e alien��genas: desenhos animados televisivos, ��tica e educação física nos primeiros anos do ensino fundamental

This paper seeks to understand the mediation of cultural products devoted to childhood in the children's play culture. This research focused on a dialogue between the TV cartoons, which are foods to playfulness and fantasy that characterize childhood cultures; the ethics, because the questioning of symbolic mediators (ideas, values, norms, rules) are essential to reflect on the society we want to live, and Physical Education as a curriculum component, shall contribute to the critical mediation of the body culture and the sports arising out from the media, which has close relation with the practical and moral problems that arise in the classroom. To analyze the narrative structures of cartoons we have adopted the comprehensive methodology of Joan Ferr��s. Such method suggests a hermeneuticphenomenological approach, which allowed to access Paul Ricoeur���s hermeneutics; as one interpretative method, it allows the reflection on our values, and also the values presented by the audiovisual product, and possible changes. Successive readings indicate that the narrative structure of TV cartoons responds to a double moral standard, which are constructed from stereotyped models between good and evil, right and wrong, villain and hero, and propose universal role models of conduct. However, some cartoons, mostly based on anim�� productions, have broader visions of the human common living experiences. We concluded that the current symbolic production of childhood cultures proposes one challenge to the Physical Education teacher: the critical mediation of values related to the movement body culture. Along with the support of moral philosophy, it can target his/her practice for understanding the different manners of (re)creation of the ways, and the living in society.

Uma gota de suor e o universo da Educação Física: um olhar semi��tico para as pr��ticas corporais

This essay raises problems around the possible relationships of Semiotics, understood as science that investigates the life of signs, with Physical Education. It emphasizes the Semiotics or the General Logic of Signs elaborated by Charles S. Peirce (1839-1914), and presents its fundamentals, applications and implications for research in the field of Physical Education. It concludes that Semiotics allows launching new epistemic looks at the analysis and intervention in Physical Education, in order to: comprehend all its manifestations as expressive, meaningful and communicative; review the existing dichotomies in Physical Education; claim for the enhancement of looking at the subjects, their conducts and living motion situations as producers of language, and, therefore, of communication with the world.