Conhecimentos sobre o corpo: uma possibilidade de interven����o pedag��gica nas aulas de educação f��sica no ensino m��dio

The following study aims at the main conceptions around the body and the learning through physical education classes at school. Therefore, this research mainly presents a proposal of pedagogical intervention on physical education for Ensino M��dio, centered on the knowledge about the body as well as how to evaluate the impacts of such interventions on the students‟ learning process. In order to surround our field of investigation, this work elaborates the following study questions: a) What have students learned about the body in physical education classes in Ensino M��dio at IFRN? b) What methodological possibilities can contribute on the experience of meaningful learning processes in physical education in Ensino M��dio related to the knowledge of body aspects? Regarding to the methodology used, this ethnographic research used several instruments for data collecting like dairies, diagnostic activities, self-assessment evaluations, portfolio, filming, photographs and posts on the social network facebook. The materialization of the pedagogical intervention and all of its implications allow us to consider that the physical education classes in Ensino M��dio at IFRN, campus Parnamirim have supported meaningful experiences of learning. Also they motivate relevant discussions applicable to the students‟ everyday lives once they are supported by discussions related to the influence of media about the body of teenagers, the irregular use of steroids, massaging as a possibility of body relaxation. Also, we point out that the students had the chance to experience body activities which crossed the limits of physical education classes‟ hegemony at school, such as indoor soccer, dodgeball, volleyball, basketball and handball. Thus, the students could experience body activities beyond the limits of most common sports, which started several discussions about the juvenile universe and culture. Beside the professional and personal importance of this work, we list the scientific relevance for the production of knowledge on the educational field once the number of Works about the knowledge of the body are still only a few. This study is mainly about alternative body practices. Therefore, we consider that the knowledge about the body can and must be studied not only through alternative practices, but also in different approaches which can be attributed to body running phenomenon. Finally, we believe that the discussions hereby motivated about the matter are far from being enough, so we deliver our intention in deepening this study on forthcoming researches about the knowledge of the body in the field of physical education in Ensino M��dio

A sistematiza����o do conte��do jogo nas aulas de educação f��sica do ensino fundamental e m��dio

Since the enactment of LDBEN 9.9394/96, Physical Education began to be understood as a curricular component in school. Thus, we see the need for systematization of content. We observed that the physical education classes at the public schools in Natal/RN from the game content, teachers did not use the existing proposals for systematization. And it was on this reality that the study occurred, aiming to present and discuss a proposal to systematization the game content in physical education classes in elementary and secondary education. Accordingly, we departed of following question: What possibilities of systematization of the game content in school physical education classes?. The methodology used was the action research, which allowed us to structure the intervention plan for the game content, directed to a reflective didactic process. The dialogue with action research provided an opportunity to understand of the proposal of systematization, the knowledge of game content, the planning and process of teaching and learning in physical education lessons developed. We use the proposed systematization the book Educação F��sica Escolar e Organiza����o Curricular , to direct and organize the lesson plans. As research technique, we use the participant observation, filming, photographic records and field diary, guiding us in the debates and discussions about the field of research. The applications of the lesson plans were carried out in three schools, all located in Natal / RN: Escola Municipal Professora Ivonete Maciel, Escola Municipal Professor Ulisses de G��is e Professor Escola Estadual Josino Macedo. The members of this study were students PIBID-EF-UFRN, teachers, supervisors and school. They made the bridge between research and action, theoretical foundation and pedagogical practice, university and school. The results were advanced for beyond the propositions submitted by the above-mentioned book. For the Elementary School 1, the proposed systematization broadened experiences and learning of knowledge of the game and of playful and body manifestations. Provided an opportunity to know and learn about game of make account, rules, popular games, cooperative games, among others. For Elementary Schools 2 and Middle education, systematized lessons allowed the practical, the incorporation of knowledge of the game and its features: such as rules, origin, meaning of the name, different denominations, among others. The students experienced and learned, popular games, pre-sport games, cooperative games, with recycled material, among others. The treatment from three dimensions of contents: procedural, conceptual and attitudinal, occurred parallel to approach the game content, and in conjunction with our interventions, not being done separately during practice, but an ongoing process during class. This new perspective of work the game, in a systematized way, with applying, description and discussion the activities, allowed elaborate a summary framework of thematizations for game content, by year of teaching

A constru����o coletiva interdisciplinar em educação ambiental no ensino m��dio: a microbacia hidrogr��fica do Ribeir��o dos Peixes como tema gerador

O Ribeir��o dos Peixes �� o principal corpo de ��gua do munic��pio de Dois C��rregos (SP), e as conseq����ncias das atividades antr��picas no local exigem urgentes provid��ncias para a recupera����o do sistema. Considerando que as bacias hidrogr��ficas representam uma tem��tica bastante adequada para um programa de Educação Ambiental e, ainda, as dificuldades/necessidades apresentadas, pelos professores, para o desenvolvimento de pr��ticas que estimulem a conscientiza����o dos alunos com respeito ��s quest��es ambientais, o presente estudo visou �� forma����o interdisciplinar de educadores que atuavam no terceiro ano do ensino m��dio de uma escola estadual, no sentido de possibilitar que trabalhassem posteriormente com seus alunos a dimens��o ambiental da microbacia hidrogr��fica do Ribeir��o dos Peixes. Uma investiga����o inicial sobre as pr��ticas pedag��gicas dos professores em rela����o �� abordagem do tema e �� Educação Ambiental forneceu subs��dios para que este trabalho fosse conduzido, por meio da Pesquisa-a����o-participativa e complementada pelo Ensino por pesquisa.

A educação ambiental no ensino t��cnico: trabalho e interdisciplinaridade

P��s-gradua����o em Educação para a Ci��ncia - FC

Educação infantil e ensino fundamental: bases orientadoras �� aquisi����o da leitura e da escrita e o problema da antecipa����o de escolaridade

P��s-gradua����o em Educação - FFC

(Res)significando a Educação Estat��stica no Ensino Fundamental: an��lise de uma sequ��ncia did��tica apoiada nas Tecnologias de Informa����o e Comunica����o

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

O trabalho do professor e a educação voltada ao ensino de valores

P��s-gradua����o em Servi��o Social - FCHS

Campos de luta: o processo de constru����o coletiva de um livro did��tico na educação f��sica no ensino m��dio

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

A forma����o dos estudantes de pedagogia para a educação inclusiva: estudo das atitudes sociais e do curr��culo

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

A atividade de estudo no ensino fundamental: necessidade e motiva����o

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

Linguagens expressivas e a forma����o de professores para a educação infantil: um estudo de projeto pedag��gico

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

O sentido de corporeidade e a atua����o profissional do professor de educação f��sica do ensino m��dio p��blico

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

A educação f��sica no ensino m��dio em escolas particulares: as perspectivas de alunos, diretores, coordenadores e professores de educação f��sica

Although physical education is regulated by law and recognized as a mandatory component of basic education class, which includes high school, there are many reports that these classes do not actually happen. Such evidence shows the situation experienced by the author of this study, which brought this research to the attention. Therefore, the objective was to investigate and understand the perspective of students, physical education teachers, principals and coordinators forward their ideas to this reality, about the high school physical education in private schools. The research made use of qualitative approach, guided by an exploratory study. The technique was undertaken to collect the questionnaire with open and closed questions, involving 263 students enrolled in high school of four schools in two cities in the state of Sao Paulo and also the director, coordinator and professor of physical education of each one of these institutions, resulting in 12 education professionals. The categories of analysis were defined as: 1. Regarding physical education in high school, 2. The occurrence of physical rducation in high school, 3. Content and dynamic strategies developed in class 4. Student participation in class. The results show that despite, although some schools have physical education classes, there are still many students who do not take them. This reveals a double challenge to the area, which is: although it is essential that such a curriculum component is included in the grades (respecting the regional law legal system) that is not enough students that actually participate in it. As teachers, coordinators and directors recognize the importance of effective physical education, there are numerous of factors that deserve consideration to better understand this reality. One relates to the content of sportivization, another contrast to the period of occurrence of classes in relation to other curriculum components. Additionally, some others are relat...

Escola t��cnicas agr��colas: um estudo sobre ensino de Matem��tica e forma����o de professores

The central focus of this paper is to establish that the Brazilian Education Programa to prepare professionals in Technical-Agricultural Schools is suffering a kind of marginalization which comes from two distinct perspectives: the intention to prepare professionals (being a branch of Technical Education) and the relationship to the countryside (a community space historically seen as peripheral in its relation to urban culture). The paper discusses ��� from a historical and sociological point of view and using Oral History as methodological approach ��� the experiences of Math���s teachers in their daily struggles against some conceptions of other teachers (mainly those of technical areas) and against all the ���regular��� schooling system.

Qual a maior contribui����o do ensino de ci��ncias �� sociedade? O que revelam professores da educação infantil ao ensino m��dio

Este estudo teve como objetivo mapear as concep����es de professores de diferentes n��veis de ensino sobre a maior contribui����o do Ensino de Ci��ncias para a sociedade. A proposta faz parte de uma pesquisa realizada pelo grupo de pesquisa Forma����o e A����o de Professores de Ci��ncias e de Educadores Ambientais. Os dados foram coletados por meio de uma quest��o contida em um question��rio, com 75 professores. As respostas foram organizadas em categorias relacionadas: �� maior contribui����o, ��s caracter��sticas envolvidas e ao elemento objeto da contribui����o. Os professores revelam aproxima����o com discurso hegem��nico e distanciamento das perspectivas cr��ticas, indicando a necessidade de problematiza����o da perspectiva pol��tica���pedag��gica dos professores de Ci��ncias Biol��gicas.