Dança Folclórica: um estudo das qualidades físicas básicas em universitários de diferentes níveis técnicos

Health and life quality can be preserved and improved by the regular practice of physical activity. Sedentarism is an undesirable condition and represents risk for the health. This study has as objective to analyze the caloric cost and the basic physical qualities in college students of different technical levels. The research was descriptive and applied to 35 students, volunteers, from 19 to 34 years old, from both sexes, participants of the Dance Body of State University of Piauí, in the city of Teresina, in the activities of folkloric dance and walking. The caloric cost was evaluated with the accelerometer Caltrac 100/100 Plan, the basic physical qualities through the sitting and reaching test (flexibility); the vertical impulsion test, crouch (inferior members strength); the abdominal test (located muscular resistance); and the Burpee test (motor coordination). The participants were separated in two groups according to their time of practice: group 1 (beginners), group 2 (advanced). The parametric tests t by Student and correlation by Pearson were used, observing a significance p<0,05 in the sense of comparing the observed results, which showed that there are no significant differences between the two groups of students, according to the time of practice, in which concerns the caloric cost. The results of Strength, Resistance and Co-ordination test did not differ so much between the two groups. On the other hand, in the variable flexibility significant differences were observed (sig.p = 0,0022 << 0,05) between the observed groups, being Group 1 (31,5 ± 6,3) meaningfully less than Group 2 (38,1 ± 4,9), which constitutes a difference of about 21%. Such results present relations of caloric cost compensation between the studied groups, the motivation to the beginners group and flexibility to tne advanced group, justifying the lack of significant distinctions. In this sense the folkloric dance, as a physical activity, appears to be efficient, for significant co-relations are still noticed between the caloric cost levels of the dance with the walking, besides not presenting expressive differences between them.

A Poética do corpo no mito e na dança butô: por uma educação sensível

The thesis presents the body poetry and its inscribing in the myth and Butô dance. The argumentation highlights the sensitive dimension present in these itineraries, as a possibility to operate the emergency of knowing inscribed in the body, bringing a kind of rationality that links the fragments, that allows the knowing to break through the barriers of disciplinary isolation, that abandons the certainties and goes through the ways of creation and that gives the body new space and time, featuring epistemological elements, ethical and esthetical, that can permit a sensitive education. All along the way, we comprehend by sensitive education, a education that considers the relinking of logical, analogical, symbolic and artistic knowledge and therefore reconsiders the own act of knowing as a continuous and inconcluded process. That sensitive education is also understood as retaking the body experience, its sensitive nature, as well as being meaningful to reading the world. It includes the body memory, its history and creativity, opening it to innovation, change, sense amplification and dialogue with other bodies and world, because it is within them. It is about an investigation of phenomenologic nature, that dialogues philosophy and art, pointing breakdowns of this reflection foe the body and education studies. We find it necessary to notice the body language, that allows one to think through movements, articulate a thought that is risen from articulations, guts and all the body. This incarnated reason starts the expressive body action, that makes us move to mean, communicate, inaugurate senses. Among these senses, we present a possibility of approach of the elements of Butô dance teaching and physical education, as ways of sensitive education showings of body poetry

A dança dos monstros: corpo e estética na arte e na Educação Física

The speeches about the body in interface with the technology, that fulfill the contemporary discussions, have been a stage of innumerable ethical, epistemological, aesthetic and ontological reflections. These happened bodies of the biotechnological scene also invade the dance, making several possible dialogues, making old concepts instable, opening way to revealing explorations and bringing with it implications and reflections. In this context, this research has as objective to discuss relations between body and technology in the dance; to understand the aesthetic configurations of the monster in the dance as possibility to question the body; to establish relations between the monstrous body in the dance and the conceptions of body in the Physical Education. We believe to be able to contribute for the reflection in the field of the Physical Education, since the work visualizes to extend the field of the discussions on aesthetic body and, as well as evidencing dialogues between different areas of the knowledge, as the Art and the Physical Education. From the point of view of the method, the work follows orientation of the Phenomenology for an aesthetic image appreciation of the videos in the choreographies In'perfeito and Violência of Cena 11, Dance Group that has marked new aesthetic configurations in the brazilian dance. Thus, we took for us the reflections on the "significant scenes" proposed by Bicudo (2000), to appreciate the dance of Cena 11. We emphasize that, after the identification of the Significant Scenes, it was necessary to approach these scenes from close senses, from which we detach the appearance, the space and the gesture. We evidence that, the bodies revealed by the group Cena 11, show an aesthetic that it interlaces the beauty, the ugly and the grotesque. An aesthetic of the unharmony, capable to transgress the oppositions, dialoguing with multiple antagonisms and that it amplifies the apollonian aesthetic linear rules, so predominant in the history of the dance and the Physical Education. We identify some indicatives that take us to the problematizations on an affective and anarchic body, when questioning the tyranny of the perfect corporality; the naturalization of the pain; the closed gesture in a finished and unique grammar; the standardization of feminine and masculine roles and the negation of the feeling. From these indicatives, we discuss the aesthetic of the deformed bodies of Cena 11, approaching it of the conceptions of body in the Physical Education, sometimes criticizing the rationalists and naturalistic views, sometimes dialoguing with more recent perspectives studied by researchers of this area of knowledge, which point to a reflection on the body under the optics of the sensible

O percurso da ressignificação de si : do esporte à formação do professor de dança

The present work is characterized as a research-formation study. The author analyses his trajectory as dance professor, observing processes of transition in the perception of the body: from the mechanical body to the sensitive body. He tries to outstand this new meaning of the body and the dance teaching and artistic experience as the matter that instructs itself. This research puts together the experience of two teachers, one of them as student (researcher), while the other, as master and professor (collaborator) and intends to comprehend how this new meaning of the body was brought to each one s life, motivated by the dance. It is used the self biographic method and the research-formation methodology to analyze and identify common points between their self formation processes. The researcher and collaborator life narratives as well as a partially structured interview with the collaborator were used as investigation source. The analysis followed the models suggested by Schütze (1977), presented by Bauer and Jovchelovitch (2004), guided by the five pillars of the study: the Subject aspect, as guiding point for the analysis; Corporal aspect, as component and integrant element of an individual and of the dance; the Dance while seen as forming and guiding practice for the individuals researched; the Complexity aspect; and finally the Instructor and Professional Formation, emphasizing the self formation process. The results showed how the dance has changed their perception of their own bodies and the whole corporal aspect, leading to subject-actor body point of view, and no longer from a strictly mechanic perspective. The teaching trajectory was defined by the new evaluation of the body through the Dance bringing the individuals researched to a dialogical-reflexive teaching practice that motivates self consciousness, humanization and automatization, in the context of their background experiences and the environment they act

DANÇA: linguagem do corpo na educação infantil

This production is a reflection about the practices/experiences involving the teaching of the dance developed by the teachers in the Núcleo de Educação Infantil (NEI/UFRN), with the children from 2 to 7 years old, having as objectives: describe and interpret the lived experiences with the dance focusing on the meaning of the dance and organization of the pedagogic job, identify blanks in the pedagogic practices of dance and appoint possible perspectives to the teaching of dance on the infant education. The way from the investigation has begun with the following question: Who do the teachers understand the dance and live it on the Núcleo de Educação Infantil? The research of phenomenological orientation toke as methodological reference the qualitative approach from the placed phenomenon type, this one has as beginning the interest on the phenomenon by the way as it happens on the lived experience from where comes the knowledge with we can present about the world, trying to interpret it, understand it on its essence/existence. The interviews showed that the researched subjects give to the dance different meanings and consequently present variations on the manner to organize the work around this knowledge. The most of the teachers recognizes the dance as a culture expression, being a priority on the school the job with the folkloric dances. They recognize too the dance as knowledge/content coming from the Arts and Physical Education areas and its relation with the knowledge from others areas on the pedagogic action. There were found different process on the way to conduct the job with the dance in relates from experiences done with dance at NEI and, therefore, of teach/learn this knowledge. Its perceptible that exists a systematic work with the objective of develop the dance and its various educative possibilities, starting from the research about its origins, the exploration of the movement, the contextualization until the artistic practice. Those possibilities are reinforced on the school s curricular propose. Some experiences have as a priority the free expression, the dance s vision without context or the reproduction of movements as stand manners of teaching dance, situations like those observed on the investigation as products from the blanks on the academic formation from the teachers with must be fixed. The interpretation of the experiences with dance, described by the teachers from NEI, connected with the theoretical referential from the investigation, allowed to appoint three perspectives to the work with dance in the infant education, having as main interlocutors Merleau-Ponty and Rudolf Laban: the dance as the body s language; the dance and its movement factors; imitate, improvise and play: manners of draw ways to dance. On those process are emphasized the dance on the scholar context, the elements that constitute this language and the forms of appropriate from it supported in a ludicrous, poetic and educative vision, having as focus the children s education on its peculiarities and possibilities

Simetria na dança: vestígios matemáticos na prática da dança esportiva em cadeira de rodas

To investigate in practice of the Wheelchair Dancesport (WDS), the mathematics of the characteristic isometric movements of the dance of ChaChaCha was the generating subject of this study. The subjects and the locus of the research were the athletes dancers of the Associação Baiana de Dança em Cadeira de Rodas (ABDCR). Referred him study aimed at to describe reflections concerning the athletes' practicing dancers of the technical acting Wheelchair Dancesport, using the inherent mathematical knowledge to the isometric movements executed in the ChaChaCha. For that, I stimulated in the athlete dancer the need to be investigating of his/her own practice, motivating him/it to be searching of information that they collaborate with his/her technical refinement, proposing like this roads to make possible his/her growth, while dancer and, also, promoting of their own movements. To reach my objectives I dialogued with some specialists to understand, to the light of their theories as, Espaçonumerática, Sociology of the mathematics, Etnomathematical, Dance and Symmetry, as those spaces they interact with the atmosphere of the Wheelchair Dancesport and that contributions could supply to the study. However, two authors of the Dancesport for walking , Ried e Laird, they brought contributions that aided in the creation of a prototype for the study of isometric movements in practice of the modality promoting the interface between the theory and the practice. The study showed to be possible to navigate still with the Mathematical Education in an universe little known as the one of the Wheelchair Dancesport. And it is in this adapts that propose a more attentive glance to the illustrations executed by the athlete dancer wheelchair and walking , in the dance of the ChaChaCha, verifying and proposing an analysis with focus investigate, looking for mathematical tracks concerning the symmetry that you/they characterize some of their illustrations

Avaliação da aprendizagem no curso a distância de licenciatura em ciências biológicas da Universidade Estadual de Pernambuco

In contemporary society, distance education is expanding, especially in the offering of courses of initiatory professor training. By the side of possibilities, there is the need to critically reflect on the government decision to finance, and even to incite distance education, as a more economic way to achieve, within different time and space, the greatest quantity of the population, trying to fill the gaps of the Brazilian school education. The research was made in the Biology Bachelor Course offered by the Pernambuco University (UPE), in the context of the Presential Support Pole of the Paraiba State University, located in the city of Campina Grande. Along this study, we intend to analyze the evaluation practice and the instruments of valuation available in the virtual environment of learning (AVA), used by the former professors in the learning evaluation of the contents offered by the reference course. The relevance of the discussion is to reflect about the results of distance education in the initial of the professor training. To perceive the possibilities and limitations concerning the technological resources available at the educational process, especially to the evaluation practice, is primordial in order to comprehend the contents of learning that can be explored by the professors and which is the dialogical relation that is firmed between professor, preceptor and student, in favor of the learning development and an effective and meaningful education. The qualitative research had the symbolic interacionism as a methodological-theoretical approach. We gathered informations through institutional documents, documental records, questionnaires and semi-structured interviews. Treating and analyzing the data we used the content analysis method (Bardin, 1977). As a theoretical basis, we relied on authors such as Zabala (1998, 1999), Aretio (2002), Hoffmann (2003, 2005), Silva, M. (2003, 2006), Belloni (2006), Luckesi (2008), Silva, J. (2008), Vasconcelos (2008) and Domingos (2009). It was evident the need to reflect about the educational practice of the professors and preceptors responsible for the academic distance learning, concerning the evaluation of the learning contents in a autonomous and innovatory way, identifying its influence in the development of values which are considered vital to a complete professor upbringing. The evaluation in a mediator approach is necessary to the reality of an online classroom, because of its character to promote the improvement of the action of the one who is teaching and the one Who is learning in an interactive, collaborative and cooperative perspective, seeking a transformative praxis. Involved in this formation, the bachelors will be able to promote the development of capacities and skills necessary to the complete learning of theirs future students, certifying the education for life, which is a perspective that includes the knowing, the knowing how to do and how to be, a living being with sustainable relations with the others and with nature

Um estudante cego no curso de licenciatura em musica da ufrn: questões de acessibilidade curricular e física

This work aims to discuss and analyze the process of school inclusion of a blind person in the Bachelor's Degree in Music, at the School of Music at the Federal University of Rio Grande do Norte, as well as reflect on the importance of establishing systems of support and to ensure university inclusive process of people with visual impairments. In pursuit to achieve these objectives, this research chose a qualitative methodological approach, the case study, using as procedures for data construction an interview, observation, analysis of documents and photographs. Joined the group of participants in this study, a blind student in the class of 2009.1of the EMUFRN Bachelor's Degree in Music, teachers from two disciplines complied by the student, two classmates, a monitor support in music theory, the course coordinator and school principal, and two other individuals who contributed to the inclusion process in actions not formalized institutionally. The results indicate UFRN proposed initiatives that contribute to inclusion of students with disabilities in this institution, the main one is the creation of the Standing Committee of Support for Students with Special Educational Needs (CAENE), a group that guides administrative sectors, teachers, principals, coordinators and students on the measures needed to enter and remain in quality education for all. Physical accessibility is still under construction at UFRN, and many access and sectors see it being adapted for students with physical or visual disabilities, and those with mobility impairments, have access to various parts of the university, however, as shown in this study, some points need to be reconsidered, as there are several places where the installation of tactile floor does not fully follow the guidelines proposed in the legislation. The proposals for access to the curriculum, mediated by EMUFRN, are actions that propose the inclusion of the blind student, as the existence of an educational monitor to help in the study of music theory, however, we need to rethink these proposals to not became actions of reactive intervention. Assuming a more proactive posture, the EMUFRN will be prepared to receive the diversity of students that expects. The study also points out that the blind student is part of a group of students that are practical musicians, who must work in events and evening shows, and who have little knowledge in music theory, leading, respectively, in low frequency classes and learning difficulties in certain curricular components, which may cause the closing of such components. In this case, the challenge of EMUFRN, considering the inclusive perspective, it is not specifically fit for the academic host a blind student, but to develop an accessibility project curriculum to consider effectively the diversity of all its students, taking into account mainly the economic and cultural conditions. This implies a process of resizing academic practices that be guided for collaborative and coordinated actions involving the various educational actors at EMUFRN and UFRN

A política de formação inicial de professores e a implementação do componente curricular Prática Profissional na Licenciatura de Geografia do CEFET-RN

This work is a research about the policy of initial education of teachers made by the federal government, in the Brazilian educational view in the 1990 s. It is based on that the procedures to the initial education of teachers are in a much bigger context of the productive rearrangement and of the reconstruction of the State and they have in the international institutions, like the CEPAL, UNESCO and the World Bank, their main mediators. The dissertation aims to analyze the implementation of the policy of initial education of educators, having as empirical field the CEFET RN institution, and as reference the undergraduate course of Geography, more specifically the subject vocational practice. This study is advised by the theoretical and methodological fundamentals of the qualitative research, and it is being characterized by a case study. Among the methodological procedures which were used, some of them can be pointed out such as, the bibliographic research, the documental analysis, the application of questionnaires and the carrying out of interviews. The studies show up CEFETs and the Superior Education Institutes were considered by the Brazilian government suitable for the introduction of the initial education of vocational training, related to teaching, a proposed model by updated principles of international organizations. However, in the CEFET RN reality, although the difficulties listed by the teachers and students in the introduction of the subject vocational practice, the initial background in the undergraduate course of Geography got one point which is getting close to the teaching that is carried out in universities, privileging teaching, research and extension. For the people who have participated of researches, the subject vocational practice is relevant for the curriculum of teaching education because it makes the articulation between theory and practice possible, aspects considered essential ones for a teaching education of quality. Also, the studies show that one of the big obstacles faced in the introduction of the subject in question, was the lack of assistance to the students who are in a period of training and in the execution of research and extension projects caused by the insufficiency of educators to perform in the undergraduate course, as well as the lack of time of the teachers due to a large number of activities that they develop in their workplace (CEFET RN). This fact reveals the way how the policy of education of teachers came to educational institutions, imposed by MEC, without considering their structure conditions. Although the difficulties, the innovator character of the experience stood out, as in relation to the locus of education as because of being an educational model which involves theory and practice and the different kinds of knowledge, pretty necessary ones for the teaching education, as well as coming beyond a pragmatic education coherent with the immediate interests of the world of work

Opiniões sobre estágio curricular e prática de ensino na licenciatura em química: o caso do CEFET-PB

The Brazilian legal documents are directing the reformulation of the courses that prepare students to be teachers. Through out the country many institutions look for to fit themselves in such documents. On the other hand, other IES (Superior Education Institutions), when they are setting up such courses they looked for to be adequate to the new public politics. Based on the National Curricular Norms to form teachers for Basic Education, in tertiary level, in 2004 it was created at the CEFET-PB,the Chemistry Course (Licenciatura) to prepare people to be teachers, whose organization. This work presents the results of a research of phenomenological nature that aimed to comprehend the teachers opinions, in the range of discussions about the current politics of formation, particularly related to the CNE/CP 1 and CNE/CP 2/2002 resolutions. This work based on the curricular proposal for the Chemistry Course (Licenciatura), presents the relationship between the probationary period and the teaching practice at the CEFET-PB, in order to contribute for a reflection about these categories to clarify the teachers of the course. It started from the consideration of all changes operated in contemporary society implies changes on teacher's pedagogical practices. It was used tow instruments for the data collection: a questionnaire with open and closed questions and recordable interviews. Nine teachers form the CEFET-PB took apart and four licensed teachers. It was based in a theoretic frame as a support for discussions about the different models of teachers formation. We concluded that the representations of teachers about probationary period the practice on the activity for the teachers formation was strongly anchored in characteristic elements of the formative tendency of a institution that historically acted on a technician formation, and the results pointed to strong signs of attitudes based on a model of the technical rationality

A desistência de alunos na licenciatura em física no Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN): causas e sugestões para o combate

This dissertation proposes studying the issue of withdrawal undergraduate in physics at the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN) and collaborate with suggestions for dealing with this problem. The first chapter begins with an overview of two significant problems in the Brazilian educational system: the high dropout rates in degrees in physics and the lack of teachers with specific training in this science. Then, we discuss the relevance of this research to the area of physics teaching, as well as justify its completion as part of a professional master's degree. After, we present a proper definition for the term withdrawal, which is based on the existing problem in the IFRN. And, in the same chapter, we explicitly the focus, the objectives and the methodological aspects of this work. The results obtained in our investigation are presented in next four chapters. In the second chapter of this dissertation, we present: a brief history of the creation of IFRN degree in physics, the functioning of this course and the foundation of classrooms 2004.2 and 2006.1. We also show a kind of map of the withdrawal of the groups investigated (the dropout rate was 84.4% in both groups) and an analysis of the relationship between the curricula of each of them and the number of dropouts. In the third chapter, we display a descriptive statistics of the students which dropout and found that the largest dropout occurred with students who are women, married, parents of one kid; workers, joined with a minimum age of 23 years and completed high school at least 6 years. Then in the fourth chapter, we reveal and discuss the students' reports on the causes of their dropout. From the data presented, we can say that the answer to the question "What was the main reason for your dropout?" Is mainly in personal injury claims: another option for upper-level course and lack of time to devote to the course. In the fifth chapter, we show the results related to teacher s opinions about the phenomenon in question. We detected three main causes for the abandonment, according to teachers: the lack of dedication, the lack of interest and lack of integration in the course. In the sixth and final chapter, we discuss the results and present our conclusion and the proposed report - the product of this dissertation, presented as Annex. This report contains mainly suggestions for curricular and institutional actions that can contribute to reducing the dropout degree in Physics in the IFRN. The main actions suggested are: implementation of the curriculum in disciplines, implementation of programs or actions to combat this poor content of basic training, implementation of specific programs or actions for the student worker, and dissemination of IFRN degree in physics in schools through seminars or workshops

Investigação sobre a identidade profissional em alunos de Licenciatura em Ciências Bioló gicas

A presente pesquisa apresenta as perspectivas de atuação profissional de alunos do curso de Licenciatura em Ciências Biológicas de uma universidade pública do estado de São Paulo. Por meio de entrevistas semiestruturadas, levantamos as expectativas desses alunos em relação ao curso que frequentam e qual identidade construíram como parte do imaginário que compõe o ethos. Verificamos que o curso de licenciatura pesquisado pouco contribui para a construção de uma identificação dos alunos com a profissão de professor de Biologia e/ou Ciências e, apesar de constituir-se em um curso de formação para tal, acentua a construção da imagem do cientista- pesquisador nas áreas básicas da Biologia.

A Dança na Escola: um sério problema a ser resolvido

Pretendemos abordar os aspectos relacionados à Dança na Escola e pensarmos sobre uma formação continuada, a fim de discutir e refletir a elaboração de propostas de capacitação em Dança voltadas aos professores de Educação Física, principalmente no interior do Estado de São Paulo. Analisaremos a formação inicial dos professores, objetivos, conteúdos e possibilidades de aplicação da Dança no contexto educacional. Apesar do aumento das pesquisas em relação ao ensino da Dança na Escola, falta um espaço adequado e professores comprometidos com um trabalho sério, consciente e crítico, pois a hegemonia do esporte se encontra muito arraigada na cultura escolar. Uma forma de amenizar esse problema seriam cursos de capacitação, de forma permanente, voltados aos conteúdos de Dança, a fim de que esses professores possam ter vivências em práticas dançantes embasadas em uma fundamentação teórica para, assim, discutir, analisar e refletir a melhor maneira de trabalhar esta arte no âmbito escolar.

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.

Os objetivos do laboratório didático na visão dos alunos do curso de Licenciatura em Física da UNESP-Bauru

Há mais de cinqüenta anos, existe a preocupação em se definir os objetivos para o laboratório didático, revisando currículos e buscando ações mais localizadas e orientadas de acordo com o avanço crescente de conhecimentos das concepções alternativas de vários tópicos da Física por parte dos alunos, levando-se em conta as dificuldades específicas enfrentadas por eles no processo ensino-aprendizagem. Podem-se identificar duas linhas filosóficas que norteiam o processo ensino-aprendizagem com relação aos objetivos do laboratório didático. Uma linha defende que para sedimentar os conceitos expostos em aulas teóricas é necessária a prática em laboratório. A outra linha defende que o alvo da prática em laboratório deveria ser a obtenção e análise de dados, levando-se em conta a teoria aprendida. Atualmente, se percebe um crescimento por parte de profissionais que entendem haver uma necessidade de planejar, definir e hierarquizar objetivos detalhados, além de propiciar atividades que favoreçam de acordo com cada classe dentro da linha filosófica a que se identifica o profissional, não se esquecendo que ainda existem profissionais que não aceitam essa postura. Dentro desta perspectiva, foi aplicado um questionário a trinta alunos do curso de Licenciatura em Física da UNESP-Bauru, que já cursaram as cinco disciplinas práticas básicas do curso. Os alunos pontuaram de acordo com a sua visão dos objetivos reais frente aos objetivos ideais do laboratório didático. Os resultados mostraram que o laboratório didático vem cumprindo seu papel na opinião dos alunos do curso de Licenciatura em Física.