Mestrado em Educação (FE)
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Navegando Mestrado em Educação (FE) por Por Orientador "Baptista, Tadeu João Ribeiro"
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Item Aspectos semiformativos do romeiro: linha tênue entre o capital e a fé(Universidade Federal de Goiás, 2018-04-02) Braga, Daiana Rodrigues de Lima; Baptista, Tadeu João Ribeiro; http://lattes.cnpq.br/9002864045147738; Vilarinho Neto, Sissilia; Real, Márcio Penna CorteThis dissertation intends to understand which are the semiformative processes that motivate the pilgrims to carry out the faith journey, between Goiânia and Trindade. Specific objectives are: a) to identify body conceptions that approach religiosity, contemplating it in the current history, by the capitalist perspective; b) reflect on the motivations that lead the subjects to perform this pilgrimage; c) analyze possible relations between the walk, sacrifice and capitalist mode of production; d) analyze the elements that involve semi-formation, leading the person to submit the body to great efforts in the name of faith. This research is based on dialectical materialism, has a quantitative-qualitative aspect and uses the observation and questionnaire application as an instrument to 182 pilgrims, of whom 40 were interviewed during the walk and 142 through the Google form. We have identified some categories of analysis that have become indispensable for the understanding of the complex relationship between capitalist society, possible religious markets, the influences of institutions, and the semiformation processes involving these subjects. From the analyzed data we were able to identify a profile of the pilgrim composed by 90% of people with some religious link, we identified important categories, among them man, body, religion and history, analyzing the possible motivations of the pilgrim for the realization of the walk to understand this phenomenon. Finally, we seek to reflect on the semiformation and its reflection in this human activity, from the culture, semicultural, as well as the concept of experience and experience in the realization of this pilgrimage. As a conclusion, we raise possibilities for education, seeking to make explicit the concealments that can substantiate or mask the semiformative processes of this religious practice.Item As relações de gênero na educação do corpo(Universidade Federal de Goiás, 2018-04-02) Evangelista, Kelly Cristiny Martins; Baptista, Tadeu João Ribeiro; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708305H7; Pinto, Rubia-Mar Nunes; Nicolino, Aline da SilvaThis paper deals with the mediations between body and gender in Physical Education as an argumentative study inserted into Culture and Educational Processes research field. The theoretical basis is comprised by authors with critical points of view. The issue that led the research involves the way gender relations appear on Physical Education Bachelor’s courses, aiming to understand how students perceive the differences between men and women in general and inserted into corporal practices, since other studies indicate the existence of a body sexist education in which there is still a distinguishment in women and men participation in corporal practices, occupancy of spaces and behavioral expectations. Therefore, this study aims to analyze how the gender relations have been discussed by Physical Education bachelor student from public institutions in Goiânia. The specific objectives are: analyze students’ understanding about the differences between men and women; and identify how gender issues permeate the body and corporal practices education. The work was built by the bias of the Historical Dialectical Materialism method with quantitative and qualitative approach to the analysis of searched data. For the data collection, the technique used was a questionnaire applied to 214 students enrolled from the first to the eight period of the graduation course. The first synthesis says about the naturalization of the differences related to the participation in Physical Education course. Thereby, students quote the culture as the main argument to this reality, especially when it involves practical lessons, as they realize that men make the use of the sports areas with greater freedom as a proper and legitimate male territory. The speech practised on the courses takes two poles: the resistance, not accepting the reality; and, naturalization and immutability of the cultural context. The perception of the differences between male and female revealed a dual and opposite perception as students expressed criticality and perception about the subject. However, there are still continuities, such as the interpretation of behaviors and expectations that announce the preservation of rigid and opposite notions about masculinity and femininity,observing a certain tendency to reinforce the heteronormativity. From several surveys, it is concluded that the genre is still a boundary to the body expression, participation in sports practises, dance and gymnastics in Physical Education graduation courses in Goiânia. In addition, it became visible that it is configured in the subjectivity the desires to approach the media body standard that reiterates. At last, the body practices carried out within and outside the institution are also subject to gender differences, reflecting a body education culturally directed by scientific and cultural conceptions of male and female subjects.Item Implicações sociais da formação profissional do bacharelado em Educação Física sobre a compreensão de corpo, estética e educação(Universidade Federal de Goiás, 2019-07-12) Gama, Augusto Cesar Vilela; Baptista, Tadeu João Ribeiro; http://lattes.cnpq.br/9002864045147738; Baptista, Tadeu João Ribeiro; Furtado, Rita Márcia Magalhães; Húngaro, Edson MarceloWith the fragmentation of the physical education course in full and baccalaureate degrees, the critical theories, fundamental to the formation as a whole, became more closely related to the full degree, making the baccalaureate a course more focused on the biological area, forming physical education teachers, apparently, to meet only the longings of capital. Given this fact, the baccalaureate tends to disregard the formation of the physical education teacher in its entirety, because it is necessary to know the body beyond the biological aspects. Thus, this study adopts the method of historical-dialectical materialism in reference to marxist theory, with the objective of body discussing from its ontological conditions, in order to understand today its condition as a merchandise and to be inset to standards considered as “beautiful”, leading to “aesthetics” that essentially corresponds to the philosophy of the beautiful to metamorphose also in merchandise and to be propagated as “corporal aesthetics”, whose intention has been to meet the needs of the production mode, leading this study to retake to the philosophy of the beautiful, and then to relate all this historical-philosophical context with the reality of physical education and its importance as an instrument of education and element of emancipation of the social being. Finally, this study performs an empirical research with graduanting students of the baccalaureate in physical education of two universities, one non-public and one public, with the intention of investigating the understanding of these future teachers of physical education the social determinations on body, aesthetics and education, in which it demonstrated that there was a biological qualification and focused on meeting the current order.Item Educação do corpo e linguagem: relações e contradições no contexto da Educação Física escolar no ensino médio(Universidade Federal de Goiás, 2019-05-22) Machado, Aline Gomes; Baptista, Tadeu João Ribeiro; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708305H7; Baptista, Tadeu João Ribeiro; Pinto, Rúbia-Mar Nunes; Galvão, Vânia Cristina CassebWith the insertion of Physical Education in the Language area in the documents of national extent, like the National Curriculum Parameters for the Secondary Education (PCNEM), the Common National Curriculum Base (BNCC) and the National Examination of the Secondary Education (ENEM), it turns out the need to identify in which way Physical Education and language are related to the school context, specifically, in High School. So, it finds the investigation as an inquiry problem: which are the relations and existing contradictions between curriculum and pedagogical praxis in the teaching of the Physical Education as a subject of Language area in High School? The symbolic representation of physical language, when intentionally developed, in other words, from the reflected physical movement, benefits the education field, the social interaction and students knowledge construction, stimulating affection, cognition and physical expression. In these terms, the general objective of this inquiry consists in checking the relations and contradictions between curriculum and pedagogical praxis in the teaching of the Physical Education while a subject of the Language area in High School. As specific objectives, it seeks to discuss about the epistemological transformations that led to the insertion of Physical Education while subject of the Language area and its Technologies; to analyse the conception of language by the teachers of Physical Education of the State Education System in Goiás; to identify through the report of the teachers the limits and means of teaching of the school Physical Education while language; to carry out the analysis of the official documents quoted by the teachers as guiding ofthe pedagogic practice. It is shaped in a quanti-qualitative character study based on the materialistic dialectic method. The used inquiry instruments were semistructured interview, setting itself up as subjects teachers of the State Education System in Goiás who work in High School, besides the analysis of the documents quoted by the interviewed teachers. The analysis of the interviews was made through the technique of analysis of content indicating, as a synthesis, four categories that are connected to the objectives of this study: conception of language and physical language; the concept of Physical Education and the approximations with the language; the contents of the Physical Education; curriculum and pedagogical praxis: relations and contradictions. Through the analysis of the interviews and of the main guiding documents listed by the teachers, it is concluded that the discussion on Physical Education and language, in the direction of proposing pedagogical actions that justify this relation, remains like a not much explored subject, be in the academic-scientific field, be in the school context itself, when there is suggesting the insertion of this subject in the initial and continuing training of the teachers. Besides, it checks as essential that the guiding documents seek to enhance the debate on Physical Education and language, offering more concise elements for the pedagogical practice.Item A pessoa com deficiência no ensino superior: a concepção de docentes do curso de licenciatura em Educação Física de uma universidade no município de Goiânia(Universidade Federal de Goiás, 2019-03-29) Mesquita, Bárbara Andressa Mendonça de Rocha; Baptista, Tadeu João Ribeiro; http://lattes.cnpq.br/9002864045147738; Dalla Déa, Vanessa Helena Santana; Pinto, Rubia-Mar Nunes; Baptista, Tadeu João RibeiroThis study aims to analyze and identify the conception of Higher Education teachers regarding the access and permanence of people with disabilities in the degree course of a Faculty of Physical Education in the city of Goiânia. In this sense, our research problem arises: "What do teachers think about the access and permanence of people with disabilities in higher education?" To address this concern, we have as specific objectives: to analyze through the arguments of practical teachers prejudices and exclusion in the university context; to identify in teachers' demonstrations what pedagogical interventions are promoted by teachers to ensure the permanence of students with disabilities in the licenciatura course in Physical Education; verify in the subjects presented by the professors what are the probable actions of access and permanence carried out by the institution in the promotion of a quality education to the students with deficiency in the ESEFFEGO; to identify teachers' knowledge about inclusive education and whether teachers organize their pedagogical practice according to the educational needs of students with disabilities; to investigate how the teachers approach the corporality of the disabled people in the classes of corporal practices in the course of Physical Education and if there is some type of modification in those classes. The work was thought by the bias of the method Materialism Dialectic Historique with quantiqualitative approach to analyze the data researched. The chosen place for the studies was a degree course in Physical Education in Goiânia, the technique of data collection used was a semistructured interview, applied to 12 teachers from three different areas: human, biological and teachers of the disciplines of corporal practices that already have been teaching or are teaching one of the compulsory subjects for disabled academics. The results show that, in the conception of university professors, the University took some actions to ensure the access and permanence of these students, among them the legal reserve of vacancies for people with disabilities bythe quota system, the creation of the Access Learning Center without Limits (NAASLU) and the hiring of support teachers. Despite these actions, the teachers point out changes in attitudes that can be made to effective inclusion practices in ESEFFEGO, such as the accomplishment of structural, pedagogical, curricular, attitudinal and technological adaptations in the Physical Education course, as they believe that such actions aim students with disabilities in the educational context. Thus, it is possible to conclude from the university teachers' conception that they still reproduce prejudicial practices based on a university based on the instrumental and competitive rationality in which some teachers base their pedagogical practice. However, in order to ensure the adequate access and permanence of persons with disabilities in higher education, the University needs to fulfill its social function through the collaboration of the agents involved in the pedagogical process of students with disabilities, among them academic management, teachers, teachers students, family members of students with disabilities and if possible multidisciplinary assistance, in order to build an educational institution that adds in its daily academic principles the principles of inclusive education, which seek to strengthen respect for bodily diversity.Item Gênero humano e ser social: a obstacularização do patrimônio genérico humano(Universidade Federal de Goiás, 2017-09-22) Paula, Weber Mendes de; Baptista, Tadeu João Ribeiro; http://lattes.cnpq.br/9002864045147738; Baptista, Tadeu João Ribeiro; Resende, Anita Cristina Azevedo; Húngaro, Edson MarceloAt any stage of the development of history, social relations between men are marked by the organization and division of labor, culminating with production that materializes in a given society which sustains exchanges and, finally, the life of relationships. The development of the productive forces originated by the increase of the human capacity on its action in the nature, exhausts with the time, the relations of production that structure a society, appearing then, new social structures. The capitalist productive system remains persistent, due to the establishment of forms of obstruction to the generic human patrimony organized by bourgeois society, although it is one of the forms of organization possible and fleeting. These forms take root in the work and are spread by all the human relations. The overcoming of this scenario is conceived as a slow and long process, but an ontology for an emancipatory education is already reality.Item Meio ambiente e educação: percepção ambiental de jovens alunos acerca da água (IFMT)(Universidade Federal de Goiás, 2017-12-20) Ribeiro, Adelson da Costa; Baptista, Tadeu João Ribeiro; http://lattes.cnpq.br/9002864045147738; Kunze, Nadia Cuiabano; Furtado, Rita Márcia Magalhães; Queiroz, Edna Mendonça Oliveira deThe debate on Environmental Perception (EP) is important for the areas of knowledge related to the environment, as well as for Environmental Education (EE) within the Mato Grosso Federal Institute of Education, Science and Technology (IFMT), to go beyond the walls of this institution, helping the cultural training of young students on social and environmental issues. The present study aims to answer the question of the problem: what is the perception of students entering the IFMT integrated courses in 2016 regarding water? EP research usually deals with the environment in a broad way, which differs from the present study, in which the focus for Water, besides being an essential element for life on the planet, is explained by the need to verify if the results on perceptions of water are equated with the perception, of general scope, about the environment, based on other researches. The objective of this study was to verify the environmental perception of the students entering the Integrated High School of Buildings and Environment of the Cuiabá Octayde Campus Jorge da Silva and the Cuiabá Bela Vista Campus. The specific objectives are: (1) to identify the EP of school groups differentiated by courses, and; (2) outline the important aspects for the configuration of the most assertive strategies to the procedures of Environmental Education actions in the IFMT. Methodologically the research is descriptive, according to Triviños (1987). This research has a quantitative-qualitative nature (SÁNCHEZ GAMBOA; SANTOS FILHO, 2013), and the data obtained through a questionnaire applied to 22 students entering the Integrated Construction and Environment courses and enrolled in the 2016 school year, on the IFMT Campi in Cuiabá. When analyzing the data the results demonstrate that there is no difference between the environmental perception of the students of the evaluated courses. In addition, when the question of the different levels of categorization in relation to the environment was more specific, it was detected that the students present only what could be called environmental perception because this reflects at an inadequate depth level about environmental knowledge . Given the aspects observed in the research, it was possible to verify the fragilities in the structure of Environmental Education in the institution, making possible the suggestion of some preliminary proposals. When looking at the data and their confrontation with the literature it is possible to identify possible clues that lead to infer a probable need for a pedagogical reorganization of the EE to improve the development of the process of formation of the environmental culture of the students teacher training. The conclusion of the research presents the real need to carry out a re-reading of the environmental classification of the individuals' view, which is proposed as the main contribution of this study, changes in the perception study for the verification of the Level of Environmental Consciousness of the individuals, in order to help Transforming Environmental Education to act in their nature, so that there is in society the possibility of transforming the societal patterns of modernity.Item Compartilhamento de imagens nas redes sociais digitais: reflexões acerca da autoexposição do corpo de adolescentes no Instagram(Universidade Federal de Goiás, 2022-09-21) Sousa, Wanessa Ferreira de; Baptista, Tadeu João Ribeiro; http://lattes.cnpq.br/9002864045147738; Baptista, Tadeu João Ribeiro; Furtado, Rita Márcia Magalhães; Araújo, Allyson Carvalho deThis dissertation aims to understand the nuances present in the sharing of adolescent body images on digital social networks, analyzing the production/reproduction/consumption relations of capitalism in the face of this reality and also seeking to understand its consequences. For this, we used Dialectical Historical Materialism as an epistemological matrix, with a quantitative-qualitative approach of a descriptive and transversal character, using as an investigation procedure the application of online questionnaires and a netnography on Instagram. Our sample had 44 participants, students of the 3rd year of Integrated High School from a campus of the Instituto Federal de Goiás. Thus, the work was structured in 3 chapters that sought to understand: the scenario through categories such as Work, Culture, Education and Vocational Education in Brazil; the context by the categories Body, Cultural Industry, Digital Social Networks; and the research bringing the Self-exposure of the Body of adolescents. The results showed that digital social networks, in addition to allowing communication between people, have also become a place of body exposure, showing us that visibility has become a way of producing oneself that meets standards expected by spectators, even bringing consequences in the formation of adolescents' subjectivity.