As proposi����es te��rico-metodol��gicas para a Educação Física escolar das d��cadas de 1980 e 1990: antes, agora, e depois?

O objetivo desta pesquisa �� realizar, uma avalia����o cr��tica de algumas das proposi����es te��rico-metodol��gicas para a Educação Física Escolar elaboradas no Brasil nas d��cadas de 1980 e 1990, a partir do ponto de vista de seus autores. Para tal, foram entrevistados seis autores. Conclui que tais proposi����es continuam sendo importantes na forma����o dos professores, mas precisam ser articuladas com novos conhecimentos e se aproximarem das pr��ticas pedag��gicas concretas.

Compreens��o de rigor nas pesquisas realizadas em trabalhos de formatura do curso de Educação Física, licenciatura e bacharelado

Esta pesquisa revela o rigor adotado nas pesquisas dos cursos de licenciatura e bacharelado em Educação Física, aplicando a Pesquisa do Fen��meno Situado. Primeiramente exp��e o mundo vida do autor , passa a uma pr��-reflex��o sobre o assunto, o rigor nos TCCs, situa o fen��meno na consci��ncia dos alunos que entregaram seus TCCs o ano passado e segue o m��todo da an��lise apresentando as an��lises ideogr��ficas e a constru����o dos resultados. O rigor nos TCCs n��o �� alcan��ado e chega a ser menos importante que o retorno social da pesquisa. O rigor n��o �� alcan��ado por falta de conhecimento dos alunos em m��todos e t��cnicas mais eficientes para serem usados em suas pesquisas

As etapas da carreira docente e o processo de forma����o continuada de professores de Educação Física

In this research, qualitative, aimed to analyze the meanings assigned by Physical Education teachers to the relationship between continuing education and professional development stages. Semi-structured interviews were conducted with eight state public school teachers of Bauru/SP. The data were analyzed following the theory referential of HUBERMAN (2000), relatively to the concept of professional life cycles, and found that as well as other factors of the teaching career, on the extent of continuing education teachers also have different needs at each moment professional. In summary concluded: the early stage to teaching, they seek activities to improve pedagogical practice; stabilization phase: to solve problems in the educational context and to disseminate the academic content between teachers; diversifi cation phase: to provide a basis to work new content and to make constant updates according to educational innovations; serenity/exit: they feel the need to attend training activities in different spaces of the school.

N��vel de atividade física e imagem corporal de alunos ingressos de um curso de educação física da Cidade de Santo Andr�� - SP

The aim of this study was to evaluate the level of physical activity confronting to the real and ideal body image of 65 individuals of both gender (27 women and 38 men) aged between 18 and 37 years old, all students of a Physical Education College of Santo Andr����s City - SP. The instruments used were the International Physical Activity Questionnaire, Short version (IPAQ, 2005) and Test for assessment of Body Image proposed by Stunkard et al., (1983) and adapted by Marsh and Roche (1996). According to the results, male subjects are more actives compared with female, as well as for the real and ideal body image males showed no significant difference, however, the females showed differences between the real and the ideal body image, between the gender no significant differences existed on the real and ideal body image. We can conclude that the students of this Physical Education College mostly presents in moderate or high level of physical activity, showing that the male are pleased with the real and ideal body image, and for a willing female body silhouette thinner ideal than real, with no significant differences between genders, and thus leading us to believe that the physical education College lead the students to experience practical activities becoming them lifestyle most active in search of a better quality of life and wellness.

Educação Física, cultura e sociedade

Trata das rela����es entre Educação Física, cultura e sociedade, valendo-se do conceito de cultura corporal de movimento. Considera as m��dias como importe elemento dinamizador da cultura contempor��nea, e aponta a necessidade de atualiza����o da Educação Física diante dos fen��menos culturais.

A����es de Educação Física na sa��de coletiva brasileira: expectativas versus evid��ncias

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

Um estudo sobre a interven����o com o professor de educação física para a inclus��o educacional do aluno com defici��ncia visual

It was aimed to identify how the physical education teachers worked to include a student with visual impairment; intervene with the teacher from the identified necessities and assess the intervention. Data were collected in three stages: 1) Weekly monitoring and filming the classes, 2) intervention by the reflection of videos coming from the previous step and suggesting new actions, 3) development of filming for evaluating the intervention. Before the intervention, it was identified that the explanation of the activities happened collectively. It was held the physical help as the first form of instruction, the student with visual impairment participation occurred depending on the company of a classmate who held hands and did the activities together. Along the intervention it was reflected about the structure of the classes, the ways of explanation of the activities and the strategies and the resources to assure an enjoyable participation of students with visual impairments. The training of peer tutors was a strategy used. After the intervention it was identified in the classroom the assistance of the trained peer tutors; the maintenance of oral explanation and demonstration, though, the first way to explanation for the student with visual impairment started to be the oral tip.

Entre fadas e alien��genas: desenhos animados televisivos, ��tica 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 Ferr��s. 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 anim�� 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.

Uma gota de suor e o universo da Educação Física: um olhar semi��tico para as pr��ticas corporais

This essay raises problems around the possible relationships of Semiotics, understood as science that investigates the life of signs, with Physical Education. It emphasizes the Semiotics or the General Logic of Signs elaborated by Charles S. Peirce (1839-1914), and presents its fundamentals, applications and implications for research in the field of Physical Education. It concludes that Semiotics allows launching new epistemic looks at the analysis and intervention in Physical Education, in order to: comprehend all its manifestations as expressive, meaningful and communicative; review the existing dichotomies in Physical Education; claim for the enhancement of looking at the subjects, their conducts and living motion situations as producers of language, and, therefore, of communication with the world.

Da forma����o acad��mica �� atua����o em educação física adaptada: a prepara����o do profissional de educação física para o contexto inclusivo escolar

This study examines the knowledge of the physical education teacher���s relation with inclusion of handicapped people in their classes. Thus, data were collected through a semi-structured questionnaire administered in 23 teachers of Physical Education. The main difficulties to the implementation of inclusion concerned basically to the lack of applied knowledge. As suggestions, were highlighted: the need for guidance by a multidisciplinary team; continuing education; upgrades in infrastructure and appropriate teaching resources; previous experience of teaching students with disabilities were also related. The data allowed the identification of elements needed to accomplish the inclusive educational physical education purpose and the need of professional prepare to attend the inclusive quests.

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

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

Lutas na Educação Física escolar: rela����o entre conte��do, pedagogia e curr��culo

V��tima de restri����o nas aulas de Educação Física, o tema ���lutas��� foi inclu��do no Curr��culo de Educação Física do Estado de S��o Paulo (CEF-SP) como conte��do pr��prio da disciplina. Nesse sentido, o professor precisa ter tido uma viv��ncia de lutas para tratar deste conte��do? Que saberes s��o necess��rios para dar aula de luta na escola? Como se d�� a transposi����o pr��tica das lutas sugeridas no CEF-SP? O objetivo do trabalho �� refletir sobre o ensino de lutas nas aulas de Educação Física com o foco nos saberes profissionais docentes. Foram entrevistados tr��s professores: (i) professor especialista em lutas; (ii) professor de Educação Física sem hist��rico de pr��ticas de lutas (iii) professor de Educação Física com hist��rico de pr��tica de lutas. Os resultados permitem concluir que n��o se exige que o professor seja um treinador ou especialista em lutas e artes marciais, no entanto, �� necess��rio estudar, confrontar e reformular seus saberes docentes para ministrar os conte��dos luta em suas aulas.

Motiva����es para a (falta de) escolha pela Licenciatura em Educação Física

The frequent distortion of the teacher education in Physical Education, associating it with technical and sporting aspects, motivated us to initiate a study aimed at understanding the reasons for this misperception. For this, we performed a theoretical study, based on professional formation in Physical Education in Brazil, together with empirical research, located in the lived experience in a training course for teachers of Physical Education. Thus, the views of the students about the reasons for the choice of course, collected in on a questionnaire and literature review, we show the context of lack of choice, rather than a professional identification.

Dilemas contempor��neos da profiss��o professor: perspectivas de professores(as) de Educação Física da rede p��blica estadual de S��o Paulo

The purpose of this article is to reflect on the movement of professionalization of teaching, emphasizing the importance given to vocational training (initial and continuing) in this context. The research is qualitative in that it sought in the testimonies of eight physical education teachers, the S��o Paulo public state educacional, to elucidate the reflections from the literature review. It was found that although the social and political discourses glimpse the teacher as the main agent of social transformation, this possibility still presents far for this group, especially in view of the heavy workload and poor remuneration, hindering investment in training. It was concluded that this group is immersed in speeches ambiguous and contradictory processes, characterizing a movement of professionalization and concomitant deprofessionalization in teaching.