Programa de Pós-graduação em Educação Física em Rede
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Navegando Programa de Pós-graduação em Educação Física em Rede por Por Unidade Acadêmica "Faculdade de Educação Física e Dança - FEFD (RMG)"
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Item Reflexões sobre a saúde nas aulas de educação física escolar: aproximações com a saúde coletiva e a pedagogia histórico-crítica(Universidade Federal de Goiás, 2023-08-28) Barbosa, Thaynah Paulino da Silva; Furtado, Roberto Pereira; http://lattes.cnpq.br/4253703423730148 Endereço; Furtado, Roberto Pereira; Garcia, Lênin Tomazett; Martinez, Jéssica Félix NicácioThe present study aimed to pedagogically address the contents of school Physical Education, considering the connections with Public Health and Historical-Critical Pedagogy. We analyzed the historical context and concerns related to health in Physical Education classes, based on the contributions of Yara Maria de Carvalho. In order to understand health as a social process, we navigated through the theoretical frameworks of Public Health, particularly in the studies of Jaime Breilh, thus comprehending the social determination of the health-disease process. We considered the works of Demerval Saviani as the foundation for educational work, understanding Historical-Critical Pedagogy and interpreting the public school as a political space. Through our studies, we developed a support material for Physical Education teachers, seeking references in the literature that enable the development of pedagogical practices coherent with the needs of the working class. We understood the inseparability of content, form, and recipient, and therefore emphasized the importance of seeking theoretical grounding for the development of educational work.Item Futebol callejero e produção do saber escolar na perspectiva crítico-superadora(Universidade Federal de Goiás, 2023-08-23) Borges Neto, Fábio; Vilarinho Neto, Sissilia; http://lattes.cnpq.br/2799818907297185; Garcia, Lênin Tomazett; http://lattes.cnpq.br/7997689235632345; Garcia, Lênin Tomazett; Vilarinho Neto, Sissilia; Furtado, Roberto Pereira; Alarcon, Valléria Araújo de OliveiraThe present study came from the interest in understanding how the proposal of callejero soccer (street soccer) can inspire the production of soccer as a school knowledge, produced with the principles of critical-overcoming pedagogy. Due to the importance of the sports phenomenon in schools’ Physical Education classes, this study is relevant, as it presents a tool, the Didactic Unit, possible for a different pedagogical treatment with the teaching of sports at school. This work has its predominant moment as a qualitative research, and at first, we seek the instituting approaches between critical-overcoming pedagogy and callejero soccer. The second moment can be expressed by a field research carried out at the Raimunda de Oliveira Passos Municipal School, which is part of the municipal education network of Anápolis, using as a data collection instrument, a semi-structured interview to characterize the participants and a focus group with twelve students from the final years of elementary school. The third moment was the construction of the educational product that, in short, starts from the problematics found in the school reality and seeks a teaching methodology that qualitatively overcomes these problems. We came to the conclusion that callejero soccer, as a little explored proposal, approaches the principles of critical-overcoming pedagogy, in the sense of understanding that the teaching of technique in the hegemonic way keeps students away from classes, whether due to frustrations resulting from difficulties or by early specialization that limits their motor skills, provoked by lack of interest on the part of male and female students. At school, callejero soccer acquires a dimension of social work by providing principles that allow an assessment of both soccer as a fundamental element of social practice, and the subject itself that reproduces or does not guarantee ethical and moral values. For this, during classes, children must acquire the techniques and tactical aspects that make up callejero soccer, and through this challenge their own existence as social, historical and critical subjects, in addition to promoting the full development of all their human capacities. Finally, there is no single approach to teaching football at school and callejero soccer is yet another methodology that has approaches to critical-overcoming pedagogy, and in this way, we provide reflection for the pedagogical practice in teaching situations, aiming at humanization of the subjects.Item O ensino do slackline nas aulas de educação física na educação básica: mediações a partir da pedagogia histórico-crítica(Universidade Federal de Goiás, 2023-10-27) Brandão, Henrique Cândido; Sousa, Wilson Luiz Lino de; http://lattes.cnpq.br/2252700637501400; Inácio, Humberto Luís de Deus; http://lattes.cnpq.br/4114148723699030; Inácio, Humberto Luís de Deus; Sousa, Wilson Luiz Lino de; Silva, Efrain Maciel e; Tenorio, Kadja Michele RamosThe object of study of this research was the teaching of slacklining in physical education classes at school. The research problem consisted of identifying the theoretical-practical foundations that support the organization, planning and development of a teaching unit for instructing slacklining, based on historical-critical pedagogy. Thus, the objective was to organize, plan and develop a teaching unit, using slackline as content and referenced in historical-critical pedagogy. The research was theoretically based on studies developed by Saviani (2008; 2013) and Galvão, Lavoura and Martins (2019). It was a participatory research, with characteristics of research-action. The organization of the pedagogical work and the planning of the teaching unit resulted in the development of twelve activities, distributed across seventeen physical education classes for the first year of high school in a public school in the city of Anápolis-GO. The analysis was based on the dialectic-historical materialism, which underlies historical-critical pedagogy. The data analyzed was identified from the pedagogical planning, the development of the activities and the research collection instruments, such as field diaries, images and videos of classes, audio recordings made by the teacher/researcher and student summaries carried out in the activities. The articulated moments of the historical-critical method (social practice, problematization, instrumentalization and catharsis) and the dialectics of the transmission of content stood out as categories of analysis. The potential of the historical-critical method for the integral development of students was highlighted. Teaching based on the articulation of moments of the historical-critical method led to the development of content to expand students' understanding of slacklining. The dialectic nature of the historical-critical method demonstrated its potential to transform educational practice by encouraging students to reflect on the reality being researched, pointing out problems and identifying concrete possibilities for overcoming/transforming reality. The summaries prepared by the students, mediated by the analyzes in the last activities of the teaching unit, resulted in the implementation of the educational product of this research, which is a playlist containing five videos with information about the safe practice of slacklining, as well as the proposal to install signs with QR Codes next to trees in parks, schools and other places where slacklining is practiced, directing users to videos.Item Práticas corporais de aventura na natureza: possibilidades de vivências e conscientização ambiental na escola e na cidade de Pirenópolis-GO(Universidade Federal de Goiás, 2023-10-05) Teixeira, Bruna Brandão; Inácio, Humberto Luis de Deus; http://lattes.cnpq.br/4114148723699030; Inácio, Humberto Luis de Deus; Nascimento, Oromar Augusto dos Santos; Rigoni, Ana Carolina CapelliniThis research addressed the possibilities of experiencing Body Practices of Adventure in Nature (PCAN) from the perspective of Environmental Education in school Physical Education classes and in the city of Pirenópolis-GO. During this research, we sought to promote a dialogue between Physical Education, Body Practices of Adventure in Nature and Environmental Education, in order to build a proposal for a didactic unit on PCAN that can be experienced at school and in the municipality. of Pirenópolis-GO, and also prepare a booklet on environmental awareness inside and outside adventure practices. The research problems came from questions such as: What is the learning through experience within the scope of Nature Adventure Body Practices inside and outside of school? Do Nature Adventure Body Practices contribute to students’ environmental awareness? The general objective of this study reflected on the limits and possibilities of a didactic unit on Body Practices of Adventure in Nature developed in Physical Education classes of the Final Years of Elementary School class at a State College in agreement with the Military Police of the city of Pirenópolis- GO, analyzing the bodily experiences induced through this theme and their possible contributions to students' environmental awareness. This is qualitative, descriptive research, classified based on the technical procedures used as critical action research. The research was composed of four classes from the 9th year of Elementary School, and only one of these classes was able to participate in the extracurricular class. The literature review sought, through different sources (books, articles published in specialized journals in the areas, laws, guidelines, parameters and curricular bases) to understand issues relating to Body Practices of Adventure in Nature, these and school Physical Education and Environmental Education. To produce the data, fifteen classes (theoretical and practical) were developed on the content of Body Practices for Adventure in Nature, focusing on Slackline, Orientation and Trekking. The Sequential Learning methodology, organized by Joseph Cornell (2008), was used in the development of the teaching unit, which has four phases that flow from one to the other (awakening enthusiasm, focusing attention, direct experience and sharing inspiration). Class analyzes were carried out using a semi-open questionnaire, notes from the field diary, photographic records and through a activities and research guided in the classroom that aimed to evaluate students' learning, perceptions and possible changes in conceptions regarding the topics covered, in addition to serving as support for the preparation of the Environmental Education booklet. The results of this study point to the importance of Physical Education as a discipline with great potential in the area of languages, capable of contributing effectively to students' environmental awareness through Body Practices of Adventure in Nature, enabling learning situations that provide changes in attitudes that help to modify their relationship with nature from the perspective of Environmental Education, enhancing the development of a certain degree of environmental awareness.