Educação (física) infantil: território de relações comunicativas

Com base na Semiótica de C. S. Peirce, o objetivo deste estudo é refletir sobre as temáticas do modo específico de ser criança, das suas singularidades/alteridades e da produção de linguagem/signos como condições fundantes que configuram a prática pedagógica com crianças, compreendida como experiência vívida e relações comunicativas no fluxo das semioses. O método utilizado é o abdutivo/indutivo proposto por Peirce, pelo qual pudemos estabelecer relações específicas com a Concepção Dialógica do Movimento Humano - Se-Movimentar.

Gêneros, sexualidades e Educação Física escolar: um início de conversa

Physical Education establishes relations about sex-gender-sexuality by its programs. Thinking approaches among gender and sexuality questions from scholar Physical Education is a productive challenge. Inspired in post-structuralism studies, we problematized dialogues among body, gender, identity and body movement culture. Bodily our sports practices educate citizens beyond their performances, health and beauty. Their "truths" produce gender and sexuality brands in a culture process of branding differences. Cultural events are related in binary categories as good-bad, beautiful-ugly, thin-fat, similar-different, normal-unnatural, man-women, heterosexual-homosexual, that don't let to observe the multiplicity of people educate. We must to understand the pedagogical speeches about bodies as constituents of their own bloods.

Teoria histórico-cultural e suas implicações na atuação do professor de educação física escolar

This article presents a theoretical search and aims to introduce the main categories of historical-cultural theory and discuss its implications for the physical education teacher's work inside the school and also emphasizes this theory and its methodological proposal as an important way to build the scholar physical education in a critical perspective aiming to change the school and the students conscious and personality. The Vigotskian school of human development it is taken as an important reference to understand the scholars in their vital process of development and helps the teachers in general, and physical education teachers in specific, to consider the activity ( vital activity) as important instrument to get the humanization and liberty of human being, inside the school and inside the contemporary society.

Imagens em avalia-ação: uma pesquisa-ação sobre o uso de matérias televisivas em aulas de educação física

O objetivo desta investigação foi elaborar e experimentar procedimentos avaliativos que buscaram acessar as aprendizagens propiciadas em aulas de Educação Física que se valeram de matérias televisivas. A metodologia utilizada foi a pesquisa-ação. Concluiu-se que os alunos aprofundaram sua percepção e entendimento sobre o tema desenvolvido nas aulas (exclusão/discriminação); que as estratégias utilizadas contemplaram uma avaliação integrada ao processo de ensino e aprendizagem; e que o uso da matéria televisiva escolhida deu-se de forma integrada ao processo, caracterizando-se como imprescindível para o seu desenvolvimento.

O processo de constituição histórica das diretrizes curriculares na formação de professores de Educação Física

Os processos históricos que permeiam as diretrizes curriculares possibilitaram enxergar quais são as idéias e as preocupações para com a formação de professores no âmbito da Educação Física. Dentro desse contexto, o objetivo foi averiguar, nas políticas públicas de formação de professor dessa disciplina, como ocorreu o processo de qualificação e certificação, buscando entender as justificativas que orientaram a regulamentação dos normativos legais de 1939 a 2004. Portanto, trata-se de um estudo descritivo, de análise qualitativa, tendo como fonte primária as Diretrizes Curriculares veiculada pela imprensa oficial. As novas Diretrizes Curriculares (Resoluções CNE/CP 01/2002, 02/2002 e 7/2004) apontaram perspectivas na formação de um professor mais qualificado para o seu campo de atuação, priorizando a questão da dimensão política da profissão, das competências e do corpo de conhecimento da área. Embora haja progressos em relação aos normativos anteriores, chama-se atenção para a necessidade de que as propostas em construção façam a mediação entre a proposta atual, o percurso histórico do próprio curso e a relação teoria-prática, visando o equilíbrio na formação. A proposta das novas diretrizes não deixa de evidenciar avanços significativos no horizonte da profissionalidade docente e da identidade profissional docente. da mesma forma, para o leitor ou estudioso atento, não deixa de causar preocupação o excesso de competências técnicas colocadas, passando-se a impressão de que agora o que vale é o primado do saber fazer.

Conceitos de didática: depoimentos de docentes universitários da área de Educação Física

Na pesquisa investigou-se como docentes universitários em Educação Física conceituam didática. Realizou-se revisão da literatura abordando história e conceituações da didática. Utilizando-se a técnica de entrevista e análise qualitativa, coletou-se e analisou-se depoimentos de treze docentes universitários oriundos do mestrado em Educação Física. Com o método de abordagem histórico constatou-se que a didática esteve articulada às tendências pedagógicas: tradicional, escola nova, tecnicista e progressista e é conceituada como disciplina, área de estudos e técnica de ensino. Como técnica pode ser entendida no sentido amplo, referindo-se a procedimentos de levar alguém a aprender algo e no sentido pedagógico apresenta os procedimentos atrelados à questões sócio-morais. Os depoimentos coletados revelaram que os docentes universitários entendem a didática no sentido amplo. Conclui-se que na formação destes docentes universitários a didática foi abordada apenas como técnica de ensino, apesar de sua trajetória histórica e a prática pedagógica estarem diretamente ligadas aos rumos da educação.

Limites do ensino de dança na formação do professor de Educação Física

The dance is one of the cultural content of body movement. But it is known, by means of literature and researches, that the training of teachers of Physical Education has submitted this content limits, damaging their future education in schools. This article discusses these limits and their possible solutions, ruled itself for both in literature and analysis on data collected in search of the Masters PEREIRA (2007). In this analysis it was felt that the dance is little in this Fitness because of graduate students have little experience inside and outside the school environment, because many parents, teachers and students have to dance with prejudice, and because do not feel prepared to deal with this content in schools. It appears that this may be due to the hegemony of sports in physical education, and some misunderstandings when you think the goals and content of dance in physical education.

Formação Acadêmica em Educação Física: perfis profissionais, objetivos e fluxos curriculares.

In this research, characterized as a qualitative study, we aimed to analyze the Job Profiles, Objectives and Curriculum Flows specified in Pedagogical Projects of the undergraduate Courses of Physical Education of public, state and federal universities, in the São Paulo state. We also analyzed their articulations and adequacy to the Institutional Pedagogical Project and Institutional Development Plan. The latest Resolutions of Physical Education in Higher Education and conceptualizations of the Pedagogical Project of Course are presented. The method of approach is current History. There was a documental research in order to analyze the official documents. A limited offering of public courses when compared to private institutions was verified and also, there was a greater offering of bachelor degree courses (expanded and generalized formation) concerning health, sport and leisure fields. Courses defined specifically for teachers' formation and educational gap between the pedagogical discourses and the curriculum structures were also presented. In conclusion, this research indicates the necessity of a change in the curricular mentality in order to implement the pedagogical discourses of courses.

Sistematização de conteúdos da Educação Física para as séries iniciais

The school culture reveals an organization, over all in terms of the distribution of the contents throughout the different levels of education. However, the Physical Education does not have its contents systemized, that is, there are no clearly definite criteria that can assist the teacher in the curricular organization, as well as, are restricted the didactic books of reference for the area. So, the aim of this study was to try the identification of relevant contents for the teach-learning of the scholar Physical Education pertaining of 1(a) to 4(a) series, as well as, a suggestion to organize these contents in a systemize form, respecting a pedagogical sequence for the indicated series. Field research was carried out, in which was used the practical experience of two of the authors of this article, that are Physical Education teachers, throughout three years. The data were collected by descriptions and daily of field, of the positive experiences lived by the teachers.

As percepções e os significados para os estagiários de educação física em relação à indisciplina na escola

This research investigated the perceptions and the meanings for the trainees of Physical Education regarding the indiscipline in the school. The methodology used was from qualitative nature, having as participants 16 students of a public course of Physical Education. The indiscipline was pointed by the trainees while a present problem in their practices and connected to different difficulties. Therefore, as methodological procedures more mentioned, appeared the blackmail, the agreements and the dialogue, being the school institution, outstanding while informative of the rules, of the rights and of the students' duties.

O atletismo nos cursos de graduação em Educação Física

This study has the purpose to investigate the characteristics and the role of the athletics-related sports disciplines in four Physical Education undergraduate courses. In order to reach the goal, it was conducted as a qualitative-type research. Data was collected through documental analysis on disciplines briefings and programs, and also from classes observations and interviews with professors and students from the institutions (two State-boarded and two private) responsible for the courses. Through these analyses it was perceived that those disciplines have surpassed some characteristics of the traditional undergraduate program, which is based on sports. Regarding the role of the disciplines, it was noted that professors consider them as responsible for providing students with basic conditions, so they could benefit from sports as instrumental subjects for their professional intervention.

Contribuição de diferentes conteúdos das aulas de educação física no ensino fundamental I para o desenvolvimento das habilidades motoras fundamentais

Introduction and objective: This study investigated the contribution of physical education (PE) classes in elementary school I for the development of basic motor skills of children from two public schools in the same neighborhood of São Paulo city, and if the practice of extreme sports besides the PE classes could differently contribute to the development of those skills. Methods: Nineteen children (9.5 +/- 0.3 years) who had two weekly PE classes composed the control group (CG) and 22 children (9.6 +/- 0.5 years) who had two weekly PE classes and three extreme sports classes composed the experimental group (EG). All children were videotaped while performing locomotor and object control motor skill subtests from the Test of Gross Motor Development (TGMD-2). The videos were analyzed and raw scores were obtained according to the quality of the observed movement, and equivalent motor age was also estimated for both subtests. Results: The results indicated that the EG presented higher raw scores compared to CG in the locomotor subtest and both groups presented similar scores in the object control subtest. Moreover, EG presented higher equivalent motor age in the locomotor subtest compared to CG and neither group presented differences between equivalent motor age and chronological age in the object control subtest. Conclusion: Based on these results we conclude that PE classes in elementary school appropriately contributed to the development of basic motor skills, since neither group presented difference between equivalent motor age and chronological age, and that extreme sports classes contributed even more for the development of locomotor skills.

Teoria da Formação e Avaliação no currículo de Educação Física

Having as reference the curricular proposals that composed the new directives for Formation of Professors for the Basic Education, Full Licence in Brazil, it was aimed to analyze in the pedagogic project of a Physical Education Licence course, the professional profile proposed, the conceptual orientation adopted (curriculum model) as well the evaluation proposed in the curriculum. These results obtained from the descriptive study have contemplated documental source and content analysis approach, utilizing as basis for discussion of the results the formation theory. Among the most significant data it was established that, the presented professor profile must consider an Academic, Technological, Practical and Socio-Reconstructionist orientation, detaching during the evaluation process a high skill level in Academic Orientation, as well remarking that the evaluation is presented as a great gap in the pedagogic project.

Da escola de ofício a profissão educação física: a constituição do habitus profissional de professor

Study addresses the question of elements that constitute the habitus of professional teacher, and the construction of teacher identity the starting point. As a result it was concluded that the professional habitus consists of a grammar-generating practices, routines and schemes involving didactic actions, hexis body and posture.

Educação Física como Linguagem

This article has as issue the Physical Education inserted in Humanity study area and more specifically considered as language. The aim of this article is to ponder over the Physical Education as a language like proposed in the 'Par metro Curriculares Mais', the following changes in theorical referencials and its implications in the way of observing bodies phenomenals. Thus so resorted to a bibliography belonging to Human Sciences. The conclusion is that the body movements and gestures has a significative symbolic dimension.