Formação acadêmica inicial em educação física: perfis profissionais, objetivos e fluxos curriculares de uma instituição privada de ensino superior do interior do Estado de São 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 São 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...

A visão dos professores quanto ao processo de ensino e de aprendizagem do basquetebol nas aulas de educação física: a realidade de Volta Redonda/RJ

The present study has as its main purpose the investigation of teachers'view concerning the teaching and learning of basketball in Physical Education classes in a school setting. The selected teachers who participated in this survey come from public and private institutions in the city of Volta Redonda, RJ, Brazil, teaching 6th-9th grade classes of elementary school. This was a quantitative and qualitative study with content analysis. Data collection included interviewing 60 teachers who provided their opinions on the issue investigated. Development of basketball was investigated not only as a content for the Physical Education classes, but also as a dimension that goes beyond school boundaries, where that sport plays an important role in society. Joint actions to provide the opportunity for basketball to grow as a content for Physical Education classes may represent a way to describe its implementation in all contexts, although the importance of this discipline in the school setting should not be disregarded in favor of obtaining results in sports competitions.

Comparar a influência nas capacidades funcionais e nível de atividade física de dois tipos de aula de educação física em adolescentes do ensino médio 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 técnicos nas olimpíadas estudantis no município de São Paulo

Pós-graduação em Ciências da Motricidade - IBRC

Entre fadas e alienígenas: desenhos animados televisivos, ética 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 Ferrés. 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 animé 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.

Rúgbi na escola?!... perspectivas de uma proposta diversificada, pautada na pedagogia do esporte para a educação física escolar do ensino fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Ensino da história e cultura afro-brasileira por meio do atletismo: contribuições de um curso de extensão à distância para professores de educação física

Pós-graduação em Desenvolvimento Humano e Tecnologias - IBRC

Expectativas de aprendizagem e processos avaliativos na educação física para os anos iniciais do ensino fundamental: análise de proposições teóricas e de perspectivas de professores

Pós-graduação em Docência para a Educação Básica - FC

O saber para praticar do jogo de handebol na Educação Física escolar: recursos avaliativos para o ensino médio

Pós-graduação em Docência para a Educação Básica - FC

A utilização de material didático impresso para o ensino de um modelo de classificação do esporte na educação física escolar

Pós-graduação em Desenvolvimento Humano e Tecnologias - IBRC

A dança no ensino médio : Um olhar sobre a Educação Física escolar

O Programa Institucional de Bolsas de Iniciaçao à Docência da Universidade Federal de Ouro Preto (PIBID-PED-UFOP) trabalha com formaçao inicial de professores, em parceria com escolas públicas de Mariana e Ouro Preto-MG- Brasil. Este texto tem o objetivo de analisar fatores que dificultam o trabalho com o conteúdo Danças nas aulas de Educaçao Física para o Ensino Médio. Foram analisadas 5 aulas de Educaçao Física escolar, ministradas em Mariana, em 2011, abrangendo 3 turmas do 1o ano do Ensino Médio. Os instrumentos de coleta de dados utilizados foram diário de campo e questionário. Os dados foram analisados a partir da triangulaçao dos dados obtidos nos instrumentos com a literatura. Os resultados mostram que a pouca aceitaçao do conteúdo Danças pelos alunos ocorre por fatores, como: timidez em vivenciar os movimentos próximos a alunos de outras turmas; alunos nao reconhecerem a dança como conteúdo da Educaçao Física; por ser a primeira vez que vivenciam a Dança na referida aula e escola; alguns alunos sentirem vergonha de seus corpos; alguns alunos criticarem a forma e movimentos dos corpos dos colegas durante a aula; meninos que se recusaram a realizar as atividades por acreditar que colocaria em risco sua masculinidade. Concluímos que a aula de Educaçao Física com o conteúdo Danças deve contemplar, além da vivência de práticas, a compreensao dos alunos sobre: relaçoes entre homens e mulheres na dança; a dança como conteúdo legítimo de ser trabalhado na Educaçao Física

O estágio supervisionado e a educação física no ensino fundamental : Contribuições para a formação profisional

The present study aims to reflect on the importance of supervised internship in Physical Education in the context of elementary education; establishing, therefore, a path of definitions of concepts ranging from the disquieting comprehension regarding the association between theory and practice to the most intricate details of the content to be treated in Physical Education classes, as well as the formative process of the learners who perform the supervised training. Thus, it was possible to build a vigorous dialogue with the different theorists and scholars of both Education and Physical Education. Since then, various thematic issues that punctuate the supervised internship in all its dimensions have aroused

O estágio supervisionado e a educação física no ensino fundamental : Contribuições para a formação profisional

The present study aims to reflect on the importance of supervised internship in Physical Education in the context of elementary education; establishing, therefore, a path of definitions of concepts ranging from the disquieting comprehension regarding the association between theory and practice to the most intricate details of the content to be treated in Physical Education classes, as well as the formative process of the learners who perform the supervised training. Thus, it was possible to build a vigorous dialogue with the different theorists and scholars of both Education and Physical Education. Since then, various thematic issues that punctuate the supervised internship in all its dimensions have aroused

A dança no ensino médio : Um olhar sobre a Educação Física escolar

O Programa Institucional de Bolsas de Iniciaçao à Docência da Universidade Federal de Ouro Preto (PIBID-PED-UFOP) trabalha com formaçao inicial de professores, em parceria com escolas públicas de Mariana e Ouro Preto-MG- Brasil. Este texto tem o objetivo de analisar fatores que dificultam o trabalho com o conteúdo Danças nas aulas de Educaçao Física para o Ensino Médio. Foram analisadas 5 aulas de Educaçao Física escolar, ministradas em Mariana, em 2011, abrangendo 3 turmas do 1o ano do Ensino Médio. Os instrumentos de coleta de dados utilizados foram diário de campo e questionário. Os dados foram analisados a partir da triangulaçao dos dados obtidos nos instrumentos com a literatura. Os resultados mostram que a pouca aceitaçao do conteúdo Danças pelos alunos ocorre por fatores, como: timidez em vivenciar os movimentos próximos a alunos de outras turmas; alunos nao reconhecerem a dança como conteúdo da Educaçao Física; por ser a primeira vez que vivenciam a Dança na referida aula e escola; alguns alunos sentirem vergonha de seus corpos; alguns alunos criticarem a forma e movimentos dos corpos dos colegas durante a aula; meninos que se recusaram a realizar as atividades por acreditar que colocaria em risco sua masculinidade. Concluímos que a aula de Educaçao Física com o conteúdo Danças deve contemplar, além da vivência de práticas, a compreensao dos alunos sobre: relaçoes entre homens e mulheres na dança; a dança como conteúdo legítimo de ser trabalhado na Educaçao Física