FEF - Artigos publicados em periódicos

URI Permanente para esta coleçãohttp://200.137.215.59//handle/ri/1368

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Co-creation of the logic model for a health-promoting school program in vulnerable areas in a Brazilian capital: ProMOVE Escolas-+-Saudáveis
(2025) Barbosa Filho, Valter Cordeiro; Streb, Anne Ribeiro; Muniz, Emanuel Avelar; Façanha, Thalita Caroline Costa; Florêncio, Raquel Sampaio; Pontes Junior, José Airton de Freitas; Silva, Magna L. da; Carvalho, Allana Kelly Cerqueira Lima de; Ribeiro, Ana K. da S.; Andrade, Camila C.; Oliveira, Victor José Machado de
Background Although the World Health Organization recommends the Health-Promoting School (HPS-WHO) as a fundamental strategy for health promotion, school-based public health programs grounded in implementation science are still rare, especially in socially vulnerable areas. Considering the co-creation process of the implementation foundations (i.e., logic model, LM) of new interventions is relevant to enhancing acceptability and sustainability in different contexts and resource conditions. We aimed to describe the co-create process of the LM of a school health- promoting program among public schools from socially vulnerable areas in a large municipality in Brazil. Methods This study followed the co-creation process of the program’s LM considering three main stages: planning, conducting and evaluating, and final validation. The Program’s LM was structured based on the Implementation Research LM (determinants, implementation strategies, mechanisms, and outcomes). The planning stage considered five strategies, using theoretical, evidence, and practice-based information. Stakeholders were invited by personal contacts, including researchers, teachers, managers, health professionals, undergraduate students, and recent school graduates. After the thematic analysis and consensus for the first version of the situational analysis and LM’s elements, a second workshop was conducted. The final version of the Program’s LM was validated by stakeholders who participated in the workshops and approved the version through consensus and scoring. Results Four HPS-WHO documents, ten systematic reviews on the implementation of HPS-WHO programs, a survey with 121 stakeholders, eight meetings with school managers, and a 2-h workshop with 17 stakeholders supported the development of the first version of the situational analysis with 35 themes and the Program’s LM. The final version of the Program’s LM and elements were approved by 13 stakeholders, with scores of 4.7 points or higher. The final LM included 15 determinants, four core strategies, three mechanisms, and three outcome domains.
Pesquisa em didática na Educação Física: o experimento didático formativo em foco
(2025) Oliveira, Victor José Machado de
I present a theoretical essay that aims to share some notes on formative didactic experiment for the development of research in didactics in Physical Education. It presents general principles of developmental teaching linked to Vygotsky's cultural-historical theory. I share a possibility of organizing and conducting research using formative didactic experiments in Physical Education. The activities of the teacher (teaching) and the student (studying) are taken in their dialectical relationship in the production of data that has the classroom as its center. Advances in understanding a study whose didactic experiment has a translational focus. I conclude that this theoretical-methodological concept can contribute significantly to the field. It also contributes to the organization of teaching and teaching work, as well as to the human development of students.
Políticas de promoção das práticas corporais e atividades físicas no Sistema Único de Saúde: uma leitura pela ótica salutogênica
(2025) Oliveira, Victor José Machado de; Costa, Rafael Martins da
The essay analyzes policies and actions aimed at promoting body practices and physical activity (BPPA) within the Brazilian Unified Health System through the lens of a salutogenic theory. It advocates for strengthening these practices based on the concepts of Sense of Coherence and Generalized Resistance Resources, which strain the biomedical paradigm. The essay reflects how this approach can dialogue with the principles of health promotion outlined in the National Health Promotion Policy and the Health Academy Program. It highlights need for reorienting the daily organization of health work, improving professional training, and fostering research. Finally, it argues for creating a National BPPA Policy to build a more inclusive, just, and empowered society.
Mapeando ações para a promoção da atividade física à luz da Escola Promotora de Saúde
(2025) Felício, Janiel Ferreira; Teixeira, Isabela Natasha Pinheiro; Castro, Victor Hugo Santos de; Florêncio, Raquel Sampaio; Oliveira, Victor José Machado de; Araujo, Laécio de Lima; Barbosa Filho, Valter Cordeiro
Objetivos: mapear acciones para promover la actividad física y la salud entre niños y adolescentes a la luz del modelo de Escuela Promotora de Salud. Métodos: estudio documental, con mapeo de las acciones propuestas en 18 documentos de la Organización Mundial de la Salud, del Ministerio de Salud de Brasil y revisiones sistemáticas sobre el tema. Los investigadores realizaron la convergencia y resumen de acciones utilizando el modelo Escuela Promotora de Salud, así como el análisis de claridad y semántica de las acciones recomendadas. Resultados: luego de analizar las 360 acciones inicialmente verificadas, se mapearon 36, abarcando estándares de gobernanza (20 acciones en cuatro estándares) y estructuración del contexto escolar (16 acciones en otros cuatro estándares) para ser una Escuela Promotora de Salud. Conclusiones: este mapeo es una herramienta para subsidiar la planificación e implementación de estudios y programas de intervención educativa que busquen desarrollar la promoción de la salud en las escuelas en el contexto brasileño a la luz de las directrices Escuela Promotora de Salud.
Clustering of social determinants of health associated with healthy lifestyle among a sample of adventists: a person-centered approach
(2025) Oliveira, Victor José Machado de; Morais, Brenda Cristina dos Santos; Costa, Rafael Martins da; Barros, João Luiz da Costa
Objetivo: Analizar cómo los agrupamientos de determinantes sociales de la salud se relacionan con prácticas de estilo de vida saludable entre adultos y adultos mayores adventistas en Brasil. Método: Estudio transversal con 216 participantes. Los comportamientos de salud se evaluaron utilizando el Cuestionario de los Ocho Remedios Naturales. Se aplicaron análisis de clases latentes y modelos de regresión lineal para identificar patrones conductuales y su asociación con factores socioeconómicos. Resultados: Se identificaron dos clases latentes. Los individuos de la Clase 2, con menor nivel educativo y socioeconómico, mostraron puntuaciones significativamente más bajas en comportamientos relacionados con el ejercicio físico. No se observaron diferencias significativas en otros hábitos de salud. Conclusión: Los resultados sugieren que un menor nivel socioeconómico y educativo afecta negativamente los hábitos de ejercicio entre adventistas, resaltando la necesidad de intervenciones de salud pública específicas.
Envelhecer criativamente como mulher: uma leitura salutogênica em um contexto de vulnerabilidade
(2025) Oliveira, Victor José Machado de; Souza, Cícera Gisela Queiroz de; Ferreira, Ana Beatriz de Oliveira; Seixas, Rafaella de Seixas; Pereira, Ines Lemos; Streit, Inês Amanda
Introduction: The world population is aging, and most long-living people will live in developing countries. A perspective that considers aging in socially vulnerable contexts, which goes beyond a biological perspective, is needed. The salutogenic theory focused on the sense of coherence offers some insights into how long-living people use generalized resistance resources (GRR) and face stressors during their lives. Objective: The study aims to analyze stressors and the GRR present in the creative aging of a long-living woman in a socially vulnerable context. Methods: Qualitative research was conducted using the life story method. An older woman living in Manaus (Amazonas, Brazil) participated in the study. An open, non-structured interview with an invisible script was conducted focusing on stressors, GRR, body practices, and physical activities during her life. Results: Challenges and facing strategies were highlighted into two category groups: 1) Stressors: precarious life conditions; violence suffered during childhood and youth; oppressions due to gender; work impacts; several risks during life; unexpected events. 2) GRR: plays from childhood to adulthood; social support systems; personal capabilities; reflections about life and longevity. Conclusion: Stressors and GRR are present in creative aging complexly connected to the participant’s life conditions. Data indicate that being a woman is a significant stressor. Public policies are needed to combat sexism and patriarchy established in society. Summing up, there is a need to potentialize the GRR to change sociocultural structures so that women in socially vulnerable contexts can access better life conditions and social support.
PIBID e residência pedagógica: a produção do conhecimento sobre a formação em Educação Física
(2025) Araújo, Daniel de; Zanotto, Luana
The Institutional Program of Initiation to Teaching Scholarship (PIBID) and the Pedagogical Residency (RP), as teacher training programs, have been gaining ground and taking on new shapes for nearly two decades in Brazil. A driving force for both academic and professional training, the production of knowledge in the field of Physical Education (PE) has directly influenced new perspectives on training in this area. In light of this, the present study aims to map and analyze the scientific production on PIBID and RP in the training of PE teachers published in national journals, in order to understand their role in initial teacher education. As a methodological resource, we adopted a literature review in A1, A2, and A3 journals from 2008 to 2023. The search results highlight the scarcity of investigations on the topic in the selected journals, with three studies on PIBID and PE and none on RP and PE. When analyzing the data, it is clear that PIBID plays a significant role in teacher training, as evidenced in studies that range from initial contact with pedagogical practices, through the integration and valorization of the PE component, to continuous professional development, enabling the ongoing acquisition of teaching knowledge and practices.
Processos de aprendizagem e desenvolvimento humano de meninas em situação de vulnerabilidade social nas aulas de Educação Física
(2026) Oliveira, Victor José Machado de; Barros, João Luiz da Costa
This formative didactic experiment analyzes how Physical Education (PE) classes influence the learning and development of girls experiencing social vulnerability or rights violations. A didactic unit on field and bat sports was implemented over nine classes. The girls engaged in study to develop theoretical thinking and progressed from immediate movement to movement mediated by concepts. In this context, PE becomes an object of study that introduces students to body culture and contributes to their humanization. However, social vulnerability posed challenges and obstacles that require careful consideration. Even so, education remains a key pathway to confront and mitigate these effects. The findings underscore the potential of PE to promote human development.
Materialidade e trabalho docente: uma análise dialética entre a formação continuada e o adoecimento
(2025) Sousa, Diego Lacerda de; Almeida, Renato Barros de; Anes, Rodrigo Roncato Marques
Abstract: This theoretical review analyzes the working conditions of teachers through the lens of historical-dialectical materialism, revealing the structural contradictions that traverse continuing education and contribute to teachers’ illness. The investigation ques-tions how neoliberal logic and the commodification of education degrade teaching work, intensifying its precariousness and alienation. It critically analyzes the fragmentation and instrumental nature of training policies, highlighting their role in reproducing dynamics of exploitation and subordination. The study argues for the need to reclaim the eman-cipatory potential of teaching work through continuing education that prioritizes the epistemology of praxis and pedagogical autonomy. It emphasizes the urgency of public policies committed to overcoming conditions of exploitation, valuing the health of educa-tion workers, and positioning education at the center of social transformation. Finally, it offers counter-hegemonic reflections and proposals that seek to break with the limitations imposed by the hegemonic model, reaffirming the revolutionary role of teaching work in confronting social inequalities.
Narrativas (auto) biográficas de professoras de Educação Física em diálogo: a docência com crianças e adolescentes em vulnerabilidade social
(2025) Silva, Ana Deborah Maciel da; Oliveira, Victor José Machado de; Barros, João Luiz da Costa
This study analyzes how two teachers conceive their teaching with socially vulnerable children and adolescents or those whose rights have been violated based on their teaching-learning trajectories during Physical Education (PE) classes. A case study was conducted at Casa Mamãe Margarida (Manaus/AM). The trajectories/conceptions were collected from the teachers' (auto)biographical narratives. The teachers' trajectories are marked by vulnerabilities and the presence of teachers who motivated them to pursue a PE degree. They conceive and organize their pedagogical work using strategies based on the pedagogy of affect and paying attention to students' singularities. They also point out that PE is seen as a generalized resistance resource for the students. The conclusion is that schools and teachers should provide safe, welcoming, and empowering environments with teaching based on sensitive, affective, pleasurable, and meaningful learning.
Confluências entre a vida e a formação docente no amazonas: o ateliê artesanal como compartilhamento de saberes ancestrais
(2026) Barros, João Luiz da Costa; Pinheiro, Bruna Cristina Soares; Oliveira, Victor José Machado de
This article presents a (self)biographical narrative that deeply reflects on teacher training in the Amazon region, intertwining personal, cultural, and pedagogical experiences within a complex social context. Through the creation of a handcrafted workshop focused on producing teaching materials for Physical Education, teachers participated in a collective process that recovered memories, ancestral knowledge, and traditional manual practices of the region. This process highlighted generational differences in weaving skills, valuing intergenerational knowledge exchange and promoting the strengthening of community bonds. The research is based on Pierre Bourdieu’s theory of habitus, emphasizing the importance of the relationship between local sociocultural contexts and the construction of teacher identity. It highlights the integration of regional knowledge into pedagogical practice, contributing to a more contextualized, meaningful formation aligned with the Amazonian reality. The (self)biography functions as an epistemological tool, opening space for critical and emancipatory reflection on the role of educators in the Amazon. The study values cultural diversity as a central element in building professional identity, reinforcing the importance of life narratives to articulate personal experience, local knowledge, and educational practice. In this way, it provides important support for developing training policies that consider the sociocultural plurality of the Amazon region.
Atividade física e salutogênese: um diálogo necessário
(2025) Oliveira, Victor José Machado de; Costa, Rafael Martins da
This essay aims to broaden the dialogue between physical activity (PA) and health by a salutogenesis-oriented concept, which emphasizes the origins of health, as opposed to the pathogenic model, which focuses on the origin of diseases. It presents the foundations of the theory, created by Aaron Antonovsky, whose health promotion model is centered on the sense of coherence (SOC), which consists of significance, comprehensibility, and manageability. Then, it explores the relationships between PA and salutogenesis, demonstrating how this framework can be applied in various life stages and practice settings. Studies indicate that people with a strengthened SOC will likely remain physically active. However, this relationship is not instrumental and depends on contextual, cognitive, and affective factors. This essay concludes by advocating for further research in Brazil and highlighting salutogenesis as a promising perspective to guide a new understanding of PA and health.
Educação Física para o desenvolvimento humano: uma abordagem de ensino desenvolvimental
(2026) Oliveira, Victor José Machado de; Barros, João Luiz da Costa
It is a theoretical essay in which we aim to understand how it is possible to conceive Physical Education (PE) for human development and how developmental teaching is structured as a didactic approach to its teaching. We present Vygotskian ideas and concepts about instruction, play, children's cultural development, and the zone of imminent development. We believe that this theoretical and methodological framework enables the establishment of PE for human development based on the developmental teaching approach. A formative teaching experiment is discussed as an example of how this approach can be put into practice. We advocate that PE for human development provides conditions for confronting oppression and its processes of dehumanization. This is because it enables people to access body culture in such a way that they can appropriate it to become more and achieve the maximum possibilities of development that humanity has ever achieved. .
Desenvolvimento profissional docente mediado pelo Mestrado Profissional em Educação Física em Rede Nacional (PROEF): o lugar e a função do recurso educacional
(2026) Oliveira, Victor José Machado de; Barros, João Luiz da Costa
This essay objective is to reflect on the place and role of educational resources in professional teacher development mediated by the National Network Professional Master's in Physical Education (PROEF). We point to Vygotsky's principles of collaboration and mediation to understand PROEF in a horizontal relationship between university and school. The educational resource highlights the nature of the professional master's and has its place in the “how” of the “teaching” process, which highlights the social function of teaching practice. We consider, transitorily, the following: (1) the need to build bridges to fill the epistemological gap between the “no longer” and the “not yet” and establish the “now yes”; (2) the need for teacher training in Physical Education to go beyond teaching content to mediate the incorporation of human capacities linked to it; (3) the possibility of PROEF resources collaborating with this process without, (4) however, becoming a “one-sizefits-all” solution.
O (des)encontro entre educação e saúde no Guia de Atividade Física para a População Brasileira: notas de uma pesquisa documental
(2026) Guedes, Suzy Chrystine Vasques; Fernandes, Wania Ribeiro; Oliveira, Victor José Machado de
The present article aims to analyze the disconnection between education and health in the Physical Activity Guide for the Brazilian Population. It is a documentary study developed within the scope of stricto sensu postgraduate education, grounded in a Foucauldian inspired discourse analysis. Supported by a Foucauldian Baumanian theoretical framework, we identify in the Guide a discourse centered on the care of the self, sustained by the logic of self-improvement and by the pursuit of a more physically active life. Through recommendations that emphasize the benefits of a lifestyle considered healthy, the document expresses a biopolitical orientation aimed at modifying behaviors, shifting to individuals the responsibility for managing their own health and, consequently, relieving the State of this obligation. Reflections on this discourse reveal tensions and disconnections between the fields of health and education, showing how public policies can both reinforce mechanisms of normalization and open spaces for practices of resistance. In this sense, we propose alternative uses and readings of the Guide, with the Physical Education teacher assuming the role of a critical mediator. Such a stance involves reinventing, resignifying and reinterpreting the document in a critical, reflective and pedagogical manner, problematizing the social contradictions that permeate access to physical activity and fostering the education of citizens capable of constructing other collective and supportive ways of moving.
A educação infantil na licenciatura em Educação Física: contribuições e desafios a partir de monografias
(2025) Costa, Lucas Batista Rodrigues da; Zanotto, Luana; Arantes, Milna Martins
This study investigates the initial training of Physical Education teachers in Early Childhood Education through the analysis of final course projects produced between 2002 and 2022 at a Brazilian public university. It aims to identify themes and methodological principles in the final course projects focused on Early Childhood Education research and to reflect on their contributions to teacher education. The analysis was conducted using the IRAMUTEQ software and qualitative thematic analysis, highlighting four main axes: pedagogical approaches with children; interventions and didactic experiences; research methodologies; and conceptions of childhood and Physical Education. The results underscore the importance of Early Childhood Education institutions as central spaces for the training and practice of future Physical Education teachers.
Narrativas de crianças sobre o jogo em contexto de transição da educação infantil para o 1° ano do ensino fundamental
(2025) Nois, Letícia Joia de; Sommerhalder, Aline; Zanotto, Luana
It aims to examine and problematize, through children’s narratives, the transition from kindergarten to the 1st year of elementary school, where it concerns playing at school. Authors like Formosinho and Brougère were considered, and it took a qualitative-exploratory nature via narrative interviews with 13 children in the last phase of kindergarten and the 1st year of elementary school. Based on Content Analysis, the results of the Play Culture category highlighted activities with water and/or pools; Dress-up and costume games; Tag and hideand-seek; Sandboxes and Wooden Outdoor Playground. The findings showed children’s favorite games, environments or playful media they wished were available at the schools. The study was indicative of a less stimulating structure in the elementary school facility than in the kindergarten space in the elements: available playtime, playful environments and possibilities for experiences with symbolic games or with the whole body. The authors warn about the needed consideration about childhood staying transient to the 1st year and that the transition between cycles could be more successful if that aspect is valued yet in the perspective of a understanding of learning in continuity, as opposed to a rupture between cycles.
Práticas corporais nos documentos oficiais sobre práticas integrativas e complementares em saúde: uma análise crítica
(2025) Antunes, Priscilla de Cesaro; Tesser, Charles Dalcanale; Fraga, Alex Branco
Esta investigación analizó los usos de la expresión “prácticas corporales” en documentos gubernamentales sobre prácticas integradoras y complementarias en salud (PICS) en el Sistema Brasileño de Salud: 13 nacionales y 14 de los estados. Las publicaciones federales usaron esa expresión, tendenciosamente, vinculada a la Medicina Tradicional China, agregando otras ‘prácticas corporales y mentales’, ‘cuerpo-mente’ y ‘expresivas’, la mayoría orientales. En los textos estatales (Políticas de los Estados de PICS) se observó esa tendencia y otras nomenclaturas, definiciones y ejemplos, incluyendo prácticas no caracterizadas como “integradoras”. El análisis señaló incoherencias, diferenciando los conceptos “actividades físicas”, “prácticas corporales” y “prácticas corporales integradoras”, siendo el último una propuesta unificadora de las prácticas corporales vinculadas a las PICS. Se sugieren las “prácticas corporales integradoras como concepto orientador para una reclasificación oportuna, desafiadora e importante de esas prácticas, hacia la coherencia y la facilitación de la comunicación, el registro, el monitoreo y la evaluación de las PICS y la referencia para trabajadores y gestores.
Práticas corporais e atividades físicas articuladas à promoção da saúde: a composição coletiva de uma obra técnica para o SUS
(2025) Knuth, Alan Goularte; Silva, Inácio Crochemore Mohnsam da; Nunes, Bárbara Coelho; Mielke, Grégore Iven; Hallal, Pedro Rodrigues Curi; Martinez, Jéssica Félix Nicácio; Santos, Sueyla Ferreira da Silva dos; Antunes, Priscilla de Cesaro
A educação como (im)possibilidade de resistência e jumanidade contra a barbárie
(2026) Amaral, Luciano Campos de; Virgens, Rosaura de Oliveira Vargas das; Neves, Ricardo Lira de Rezende
This theoretical essay aims to reflect on the issue of education and the evaluation process in the Brazilian educational system, producing a dialogue between education and barbarism, based on the ideas of the classic author Adorno. In his reflections, Adorno starts from the idea that all subjects should be against barbarism, since educated subjects would have more awareness and would not participate in acts of barbarism. Analyzing the educational process in Germany, where barbarism was most evident, Adorno questions the educational process in that country, while also analyzing educational processes elsewhere, and asks the following questions: what would be the best way to overcome barbarism? Would the process of debarbarization ever be achieved? His answers indicate that the educational system inaugurates the formative process in childhood through the learning of delicacy, differentiation, intellectualization, and spirituality.

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