Proposta curricular do estado de S��o Paulo de Educação F��sica: pontos negativos segundo a vis��o dos docentes do ensino m��dio

Nos dias de hoje, com o grande interesse da popula����o sobre esportes e lazer, a Educação F��sica vem se propagando e se desenvolvendo de diversas formas, entre elas a Escolar e a Acad��mica. Em fun����o disso, surgiu o interesse de descobrir como s��o as aulas de Educação F��sica no Ensino M��dio. Para tanto, procuramos averiguar, a partir da vis��o dos professores, quais s��o os principais pontos negativos da Proposta Curricular do Estado de S��o Paulo de Educação F��sica rede P��blica Estadual de Ensino. Tendo por base os professores da rede Estadual de Ensino demos in��cio a esta investiga����o. Para tanto, foi aplicado um question��rio, contendo 6 quest��es, em 9 professores da ���rede���. Ap��s as an��lises, os resultados mostraram que grande partes dos entrevistados ap��iam a iniciativa do Governo Estadual em criar a Propostas Curricular. Tais professores dizem tamb��m que o ensino melhorou, por��m �� necess��rio que melhore e que tanto o profissional de Educação F��sica como a disciplina escolar devem ser mais valorizadas.

Educação ambiental e pr��ticas pedag��gicas em escolas do ensino b��sico: o que dizem as teses e disserta����es produzidas no estado de S��o Paulo?

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As a����es em educação ambiental realizadas por Organiza����es N��o-Governamentais no estado de S��o Paulo: alcances e limita����es

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

Ensino de lutas e educação f��sica escolar: o caso do curr��culo de educação f��sica do estado de S��o Paulo

O atual cen��rio do ensino da Educação F��sica no Brasil caracteriza-se como um complexo campo de conflitos, no qual emergem e embrenham-se diferentes proposi����es te��rico-metodol��gicas, originadas desde meados da d��cada de 1980 no processo hist��rico de emancipa����o, supera����o e ressignifica����o da Educação F��sica. Tais concep����es, em contraposi����o ao criticado e tradicional ensino t��cnico-esportivista, prop��e que na escola os conte��dos abordados deveriam propiciar a apropria����o cr��tica e aut��noma das diversas manifesta����es da Cultura de Movimento. Sendo assim, cabe analisar como os professores, autores e n��o meros aplicadores, lidam com mudan��as curriculares. �� primordial analisar criticamente as pr��ticas pedag��gicas dos professores que vivenciam e implementam tais mudan��as curriculares. O objetivo desta pesquisa foi investigar como se caracteriza a rela����o saberes docentes-ensino de lutas entre professores da rede p��blica estadual de S��o Paulo, no cen��rio de implementa����o do curr��culo oficial de Educação F��sica. Foi realizado um estudo de natureza qualitativa; os dados foram coletados por meio de entrevistas semi-estruturadas com professores e professoras atuantes na rede p��blica. Os resultados evidenciaram que o d��ficit na forma����o inicial dos professores, contribuiu para o trato pedag��gico superficial do conte��do lutas em suas aulas. Com isso, dificultando o desenvolvimento do conhecimento pedag��gico do conte��do dos docentes, que atribuem sua principal fonte de conhecimentos sobre o tema a recortes oriundos da influ��ncia midi��tica e da proposi����o de atividades a partir do Curr��culo de Educação F��sica do Estado de S��o Paulo. Percebemos aqui, a import��ncia da constru����o do conhecimento pedag��gico do conte��do, para o desenvolvimento da base de conhecimentos do educador. Acreditamos, conforme Shulman, que �� de suma import��ncia que o professor/a domine uma base de...

Ensino e aprendizagem do atletismo nas escolas p��blicas estaduais de Bauru a partir do curr��culo de educação f��sica do estado de S��o Paulo

Athletics in most of its history, turned to competition, giving it little pedagogical knowledge, prevailing knowledge grounded in records, indexes and competitions. Thus, although it is considered a classic content of Physical Education, this modality is still not widespread in schools. The present study aimed to investigate possible progress in the teaching and learning of athletics in the State Schools of Bauru from the implementation of the Curriculum of the State of S��o Paulo for Teaching Physical Education. We attempted to checking the perspective of teachers and students, the changes in teaching and learning as well as difficulties encountered from the deployment. To that end, we conducted survey of the theoretical and practical alternatives developed by Physical Education teachers, about athletics theme, since the implementation of the Curriculum of the State of S��o Paulo for the Teaching of Physical Education in 2008, in seven (7) state schools in Bauru-Sao Paulo, randomly chosen, prioritizing different regions of the county. There was the purpose of investigating, through questionnaires, interviews (applied to teachers and students), what progress has been achieved with regard to the approach of collegiate athletics in the teaching/learning process, if there are difficulties, what are these and how they could be addressed in order to improve teaching and learning in school athletics. The collected data were analyzed comparatively, before and after implementation of the Curriculum of the State of S��o Paulo for Physical Education, gathering and specifying negative and/or positive aspects raised by teachers and students. It was concluded that the students' knowledge of the sport has increased, but the practice of sport is still far from being normal to them, doing so is necessary to include content from the earliest school years. Teachers attribute the greatest difficulties to lack of infrastructure and materials suitable for this...

Educação sexual e autonomia: estudo de uma interven����o com alunos do ensino m��dio do interior do estado de S��o Paulo

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

As funda����es de apoio ��s universidades p��blicas: efeitos da reforma do Estado na educação superior brasileira

The article discusses support foundations for public universities starting from the effects of State reform on Brazilian higher education in the 1990s. Based on Max Weber���s Comprehensive Sociology and on bibliographical and documentary research, it socio-historically circumscribes the management model of State administration and the concept of foundation. As one identifies the intersections between the guidelines of support foundations and the purposes of managerial administration, one understands the significance of such institutions for university management and the tendency towards commodification of Brazilian higher education.

Forma����o e educação popular no campo entre a Igreja Cat��lica e o Estado (1954-1964)

In Brazil, the Catholic Church has an important role in the construction of citizenship, education and training the rural lower classes of the population. Studied in this article, this participation and contribution in the 60s, by highlighting the strong weighting would take the issue of land reform. The Catholic Church was a major player in unionization campaigns and basic education and suffered great tensions and internal conflicts that divide between those who sought the "liberation of the oppressed" and those who fought for reforms without changing the "social order". This paper recovers the trajectory of implementation of various programs of Catholic union formation and foundation of unions. We use historical methodology and retrieve the voice of the authors through interviews with trade unionists, lawyers, church authorities and militants popular.

O olhar do professor e dos alunos do ensino m��dio sobre o curr��culo de educação f��sica do estado de S��o Paulo

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

Educação f��sica escolar e curr��culo do Estado de S��o Paulo: possibilidades dos usos do celular como recurso pedag��gico no ensino do Hip Hop e Street dance

P��s-gradua����o em Desenvolvimento Humano e Tecnologias - IBRC

G��nero nas aulas de educação f��sica: di��logos poss��veis com os conte��dos do curr��culo do Estado de S��o Paulo e o Facebook

P��s-gradua����o em Desenvolvimento Humano e Tecnologias - IBRC

A educação ambiental na forma����o de pedagogos de uma universidade publicado Estado de S��o Paulo

This study aimed to understand environmental education in the training of teachers of one pedagogy course at a public university in the state of S��o Paulo. To answer this question, an exploratory research was conducted, in which a study field, by the techniques of semistructured interviews and documentary analysis, provided the data for analysis. Important to highlight theoretical and methodological foundations of Historical-Dialectical Materialism and Historical-Critical Pedagogy that guided the study. With the results analyzed, we say that environmental education in the studied pedagogy course is minimal and, when it appears, enhances conservation and care with the environment perspectives, without considering the causes of environmental degradation: the way to produce life in capitalist society. In this sense, it is necessary for a consistent formation of the teacher in environmental education to advance the knowledge of this field directly related to education. For the inclusion of environmental education in school education, it is necessary that their knowledge to be considered in education, especially in the training of teachers. Therefore, the data collected and analyzed in this study may contribute to the formation of teachers to understand that environmental education in their training has not been established with the importance and the quality that the social and environmental problems require, with no place along the undergraduation, a condition that needs to be changed to teacher develop a transformative environmental educational practice at school

O estado da arte sobre as tem��ticas sexualidade, educação sexual e g��nero nos encontros nacionais de did��tica e pr��tica de ensino - ENDIPE (1996-2012)

P��s-gradua����o em Educação Escolar - FCLAR

Forma����o acad��mica inicial em educação f��sica: perfis profissionais, objetivos e fluxos curriculares de uma institui����o privada de ensino superior do interior do Estado de S��o Paulo

The present study represents a qualitative thesis, characterized as a case study, which uses the method of the present approach. In addressing the academic home in physical education, there is the constancy of the discussions regarding the curriculum and professional formatting. In view of the curriculum modifications to fit the new legislation, and the fact they are few studies related to private institutions that offer such courses, which offer even greater number of courses when compared to public institutions aimed to investigate and analyze the professional profiles, curricular goals and flows contained in the pedagogical projects of courses bachelor degree in physical education and a private institution of higher education of the State of S��o Paulo, as well as verifying the existence and adequacy of articulation to the institutional educational project and the institutional development plan. Compounding the literature review discussed the key historical facts relating to courses in physical education in our country, and its path to the current model. Also presented was the law of physical education courses in force in Brazil and some concepts about teaching course projects and their relationship to other institutional documents. Techniques were used to review and document analysis, with primary source documents of their own and other government institution. It found a lack of interest of some private institutions of higher education in official documents available for this type of research, which is bad since there are more courses offered by them compared to public institutions. As for the degree course for training teachers of physical education, found lack of specificity regarding the differentiation between content and the bachelor, which ends up deviating from the expectations contained in the course to the one presented in the curriculum. Thus, it becomes a need for greater collaboration of private institutions of higher education...

Fundamentos filos��ficos e antropol��gicos da teoria do se-movimentar e a forma����o de sujeitos emancipados, aut��nomos e cr��ticos: o exemplo do curr��culo de educação f��sica do Estado de S��o Paulo

This article examines philosophical and anthropological underpinnings of the Sich-Bewegen Theory, based on the phenomenological philosophy by Merleau-Ponty and social anthropology by Mauss and Geertz. It also considers implications for Physical Education Elementary and High School curricula aimed at forming emancipated, autonomous and critical individuals, taking the Physical Education Curriculum of the State of Sao Paulo as example. It concludes that the curriculum needs to imbricate into students'social life and take into account the challenges and issues from contemporary society.