Mestrado Profissional em Educação Física em Rede (FEFD)

URI Permanente para esta coleçãohttp://200.137.215.59/tede/handle/tede/5912

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A Educação Física na Escola Especializada: Uma crítica ao Currículo Funcional Natural à luz da Teoria Histórico- Cultural
(Universidade Federal de Goiás, 2025-08-29) Azevedo, Ananda Alves de; Furtado, Roberto Pereira; http://lattes.cnpq.br/4253703423730148; Furtado, Roberto Pereira; Garcia, Lênin Tomazett; Dalla Déa, Vanessa Helena Santana
This work aims to contribute to the discussion about the schooling process for children with disabilities in the context of special schools, considering the contributions of Historical-Cultural Theory to human development, with a focus on the curricular component of Physical Education. The research stems from concerns that arose from the author's pedagogical practice as she transitioned from regular to special schools, especially in light of the limitations perceived in the predominant psychomotor approaches. The overall objective of the research is to understand how the aforementioned theoretical foundations can support Physical Education teaching methodologies that overcome functionalist and innatist perspectives of development. To this end, the specific objectives include: the analysis of the historical path of Special Education in Brazil; the examination of institutional documents of Special Schools with historical relevance, aiming to identify concepts underlying the presence of Physical Education; and the proposition of methodological possibilities based on HistoricalCultural Theory. The research adopts a qualitative, exploratory approach, with an emphasis on documentary analysis. A review of academic literature highlighted the hegemony of the inclusive perspective and the psychomotor approach, highlighting the scarcity of studies focusing on Physical Education in Special Schools from the perspective of mediation and the appropriation of body culture content as a formative right. The results indicate the importance of rethinking the place of Physical Education in Special Education, recognizing its potential in the process of humanization and development of students with disabilities. They also suggest the production of a guidance booklet for Physical Education teachers in Special Education.
Futebol, diversidade cultural e estratégias inclusivas na formação continuada de professores de educação física
(Universidade Federal de Goiás, 2025-09-28) Oliveira , Ione Gonçalves de; Silva, Ana Paula Salles da; http://lattes.cnpq.br/1419249224932990; Silva, Ana Paula Salles da; Gemente, Flórence Rosana Faganello; Lima, Lana Ferreira de
Based on the guiding question, “Is it possible to develop a continuing education program for teachers that considers the non-hegemonic diversity of the sports phenomenon and is guided by inclusive strategies?”, this research aimed to develop and analyze a continuing education course aimed at Physical Education teachers in Basic Education, with an emphasis on the approach to the non-hegemonic diversity of the sports phenomenon and the construction of inclusive strategies for its implementation in the school context.The investigation focused specifically on football, a widely practiced invasion sport, exploring its multiple modalities and inclusive pedagogical possibilities. The choice of football as the background is due to its significant cultural relevance and broad social reach, both in Brazil and internationally. It is emphasized that the practice of football goes beyond the professional and hegemonic model, manifesting in different forms, such as fútbol callejero, button football, blind football, and even in the context of electronic sports. These variations represent different forms of social and cultural appropriation, reflecting the plurality of sporting experiences that coexist in contemporary society.The research adopted a qualitative, exploratory approach. The study was conducted with Physical Education teachers working in the early years of Elementary School in the Municipal Public Education Network of Conceição do Araguaia, in the state of Pará. The sample consisted of 24 teachers. Data collection was carried out through semi-structured interviews conducted before the beginning of the training course. In addition, field diary entries, photographs, and audio and video recordings were used, composing a rich and diverse corpus of information.The continuing education course lasted two months, totaling eight meetings. During this period, teachers participated in practical and reflective activities aimed at the collective construction of inclusive pedagogical practices. Furthermore, they collaborated in the creation of educational material aimed at applying the discussed strategies. At the end of the course, an evaluation questionnaire was applied to assess the formative impact of the experience on the participants' teaching practice.The results indicated that the training contributed to expanding the teachers' pedagogical repertoire, favoring the recognition of the cultural diversity of football and the construction of inclusive strategies for the teaching of Physical Education. The teachers demonstrated openness to non-hegemonic practices, re-signified their conceptions about sport, and identified concrete possibilities for adaptation and participation of all students in class.
Educação física e o currículo dos anos iniciais do ensino fundamental: uma proposta de organização dos conteúdos para o município de Senador Canedo-GO
(Universidade Federal de Goiás, 2024-04-24) Moraes, Reinner Alves de; Pinto, Rubia-Mar Nunes; http://lattes.cnpq.br/1247945292759754; Pinto, Rubia-Mar Nunes; Zanotto, Luana; Linhares, Renata
La presente disertación mapea las propuestas curriculares y elucida la práctica didácticopedagógica. La introducción y los capítulos iniciales destacan la importancia del tema y aclaran las dificultades enfrentadas por los profesores, como la "desorganización" o "confusión" de los conocimientos. El tema dialoga con las problemáticas del profesorado de Educación Física Escolar de Senador Canedo-GO y refleja una cuestión regional y nacional. La investigación indagó la posibilidad de organizar los contenidos de Educación Física en los Años Iniciales de la Enseñanza Primaria de forma que garantice la progresión del conocimiento. Participaron del estudio 9 profesores efectivos de la red de enseñanza que respondieron a un cuestionario entre el 01/06/23 y el 30/06/23. La investigación abarcó 26 escuelas operativas en 2022 con clases de la 1ª fase, involucrando a 54 profesores responsables de los contenidos impartidos y registrados. Se analizaron 145 clases entre el 1º y el 5º año a través de diarios de clase, entre el 17 de enero y el 16 de diciembre de 2022. La investigación adoptó la metodología exploratoria-propositiva y cualitativa, con la recolección de datos a través de cuestionarios y análisis de diarios. El análisis de los datos del cuestionario reveló la importancia de la progresión en espiral de los contenidos y del contexto escolar en la planificación curricular. El análisis de los diarios identificó los contenidos impartidos por los profesores, evidenciando la totalidad de los objetos de conocimiento provenientes de la práctica didáctico-pedagógica, a saber los contenidos/actividades. La discusión reflexiona sobre las diversas formas de abordar los objetos de conocimiento, incluyendo el intento de conciliar la perspectiva culturalista con la deportiva en la Educación Física. Los resultados evidencian la importancia de considerar el contexto escolar y las dificultades de los profesores en la planificación curricular. A partir de los resultados y discusiones, el estudio sugiere acciones para mejorar la planificación curricular y la práctica pedagógica, como la oferta a los profesores de un producto educativo.
Educação física escolar como espaço de formação emancipada feminina: diálogos entre Kollontai, Luxemburgo, Krupskaia e a metodologia crítico-superadora
(Universidade Federal de Goiás, 2025-07-01) Leite, Luciana Cristina Sousa; Garcia, Lênin Tomazett; http://lattes.cnpq.br/7997689235632345; Garcia, Lênin Tomazett; Zanotto, Luana; Antunes, Caio Sgarbi
This study aims to develop theoretical and practical foundations for a feminist pedagogy in school Physical Education, based on a critical analysis of the contributions of Alexandra Kollontai, Rosa Luxemburg, and Nadezhda Krupskaya. These authors are revisited as silenced revolutionary voices whose reflections articulate the struggle of classes, women's emancipation, and educational transformation. The research understands women's emancipation as a constitutive and necessary nexus for human emancipation. The work is grounded in Karl Marx’s historical-dialectical materialist method (1985), proposing a dialogue with the criticalovercoming pedagogy (Coletivo de Autores, 1992), analyzing how the concepts of social class, historical project, and revolutionary pedagogy underpin the theme of revolution in the works of these feminist authors. It is noteworthy that the critical-overcoming pedagogy, based on the works of professors Micheli Ortega Escobar (2017) and Celi Nelza Zulke Taffare (2016), although bringing elements of radical critique, treats the feminine question as an aspect to be developed within this revolutionary approach to teaching body culture. The methodology is documental, bibliographical, and theoretical. The investigation reveals how Physical Education may contribute to the reproduction of patriarchal-capitalist structures, operating as a “factory of masculinities” through the naturalization of gender roles. The thinkers offer essential conceptuais tools: Kollontai with her notion of comradely love; Luxemburg with self-education through praxis; and Krupskaya with the method of complexes and non-segregated coeducation. It is postulated that a revolutionary pedagogy must be guided by the struggles of women and minorities of the working class. As an educational product, the creation of a study group is proposed for the continued education of teachers, addressing themes related to female and human emancipation within the school, recognizing it as an institution indispensable to the revolutionary process. Furthermore, it is emphasized that the school is under threat of barbarism as a consequence of the individualism and fascism inherent to the current societal project.
O avanço e a intensificação da precarização do trabalho de docentes de Educação Física Escolar na Rede Municipal de Ensino de Goiânia
(Universidade Federal de Goiás, 2024-09-24) Ferreira, Climene Rodrigues; Garcia, Lênin Tomazett; http://lattes.cnpq.br/7997689235632345; Garcia, Lênin Tomazett; Furtado, Roberto Pereira; Rodrigues, Anegleyce Teodoro
This research set out to investigate how the precariousness of teachers' work of Physical Education teachers has been intensifying in the reality of Brazilian public schools, especially in Goiânia. To this end, its general objective is to investigate the production of precarious teaching work in Goiânia in its relations with other school realities captured in the results of other research; as specific objectives, we have: (i) to analyze how the teaching work of Physical Education teachers in Goiânia is produced by weaving relationships with the process relevant to the precariousness of teaching work in all areas; (ii) identify the unique determinants of the precariousness of Physical Education teaching work; (iii) develop forms of resistance to the precariousness of teaching work in full development on the school floor. This is research with a qualitative approach, of an exploratory and bibliographic nature and also an autobiographical memorial. The main research findings include the cooling of resources and investments allocated to schools, the low remuneration of teachers and the devaluation of professionals, the increase in bureaucratic demands, high demands, moral and psychological pressure, work overload, abandonment and isolation. teacher.
A mídia-educação nas aulas de educação física: uma abordagem prática na formação continuada de professores no ensino do atletismo
(Universidade Federal de Goiás, 2025-06-23) Santos, Eugenio Calipso Barbosa; Gemente, Flórence Rosana Faganello; http://lattes.cnpq.br/9789647065401781; Gemente, Flórence Rosana Faganello; http://lattes.cnpq.br/9789647065401781; Silva, Ana Paula Salles da; http://lattes.cnpq.br/1419249224932990; Prudêncio, Márcio Vianna; http://lattes.cnpq.br/8488080474381997
The media are increasingly present in people's lives; however, schools have not yet fully adapted to this reality. It is essential that media education be incorporated into the school environment in order to offer students a holistic education aligned with the society in which we live. This research started from the premise that media education has the potential to improve the pedagogical quality of Physical Education classes, especially in the teaching of Athletics. The objective was to develop, implement, and evaluate a continuing education course aimed at Physical Education teachers in the final years of Elementary School and in High School, focused on the teaching of Athletics and grounded in the principles of media education. The methodology adopted was educational action research with a qualitative approach. Data collection techniques included questionnaires in the first stage, field journals in the second stage, video recordings of the training meetings, and an evaluative questionnaire after the intervention. The justification for this research was based on the need for continuing education so that teachers can understand media education as an ally in the teaching-learning process. As a result of this training, a website was collaboratively created with the teachers, along with a didactic sequence and a game to support the teaching and learning of Athletics in Physical Education classes.
Desafios da Avaliação na Educação Física escolar: contribuições para uma avaliação formativa
(Universidade Federal de Goiás, 2025-04-29) Garcia, Rafael Silva; Furtado, Roberto Pereira; http://lattes.cnpq.br/4253703423730148; Furtado, Roberto Pereira; Zanotto, Luana; Moura, Sérgio de Almeida
This study discusses assessment in Physical Education school in light of the formative assessment proposal. Its objectives are to identify in the literature research and reflections on assessment processes being used in Physical Education classes in schools and, based on this, analyze the formative assessment proposal and its presence in the Physical Education school literature. This is a theoretical study that had academic literature as its research corpus. The narrative review technique was chosen on the topic of assessment in Physical Education school, and the theoretical framework is composed of authors who defend the narrative assessment proposal. This study concludes that learning assessment should be valued in all school subjects, including Physical Education, which is often disregarded even by teachers themselves. Despite conceptual divergences, these reflect the great difficulty faced by many educators in their assessment practice. Throughout this research, we found different assessment methods, and although each has its importance within education, we consider in this study the assessment aspects that concern student learning in relation to what is presented in the classroom, based on normative curricular documents that guide teachers' pedagogical practice in schools. Therefore, formative assessment presents itself as a primary approach to the teacher's pedagogical work, as it has the necessary characteristics for teachers to identify the constitution of student learning and, with that, enable reorganizations throughout the teaching-learning process.
O trato pedagógico e a elaboração do karatê-do como saber escolar: uma proposta crítico-superadora
(Universidade Federal de Goiás, 2025-05-06) Costa, Danyllo dos Santos; Garcia, Lênin Tomazett; http://lattes.cnpq.br/7997689235632345; Garcia, Lênin Tomazett; http://lattes.cnpq.br/7997689235632345; Furtado, Roberto Pereira; http://lattes.cnpq.br/4253703423730148; Souza, Marcel Farias de; http://lattes.cnpq.br/4457644382969986
This study developed the pedagogical approach to Karatê-do based on the principles of the critical-overcoming approach, through a qualitative study and the educational action-research method, in two public educational institutions linked to the municipality of Senador Canedo, Goiás. It is based on the understanding that the pedagogical approach is the means to transform all content into school knowledge. We perceived the reality through a semi-structured questionnaire, with annotations and drawings by the students, and after analysis, a pedagogical intervention was proposed (11 classes/meetings), using instrumentalization, problematization, confrontation, and counterposition of common knowledge with Karatê-do. These classes resulted in an educational resource composed of a brief history of Karatê-do, a glossary of words and terms in Japanese, a glossary of short vídeos, and a didactic unit with methodological strategy proposals to support teachers' planning and the redefinition of the teaching-learning relationship of martial arts in the school environment. We adopted a continuous and process-oriented assessment method, in the form of individual notebooks, and the final result was a systematized presentation of the understanding of ontological concepts involving human relations in relation to martial arts and violence.
O Ensino do Esporte Para Além do Componente Curricular de Educação Física: Uma Proposta de Jogos Interdisciplinares em Competições da Esfera Escolar
(Universidade Federal de Goiás, 2025-02-26) Vasques, Luiz Henrique de Araújo; Krahenbühl, Tathyane; http://lattes.cnpq.br/2409655249432276; Krahenbühl, Tathyane; http://lattes.cnpq.br/2409655249432276; Gemente, Flórence Rosana Faganello; Flores, Patric Paludett
The general objective of this study was to propose the development and implementation of an Interdisciplinary Games model, with the aim of integrating the participation of other curricular components, in addition to physical education, aiming to stimulate reflection and active participation of the teaching staff in the democratic approach to sport throughout its development. This is an action research proposal, based on the collection of data from the Focus Group, of a qualitative nature and with a descriptive, exploratory and propositional character. Twelve teachers from a Public School in the city of Cidade Ocidental-GO participated in this study. The teachers were invited to participate in five moments, namely: the Project Presentation Meeting, Focus Group 1, Focus Group 2, Culminating Event and Focus Group 3, where they could reflect on the sporting phenomenon, discuss their experiences and perspectives, plan, execute and evaluate a competition model developed/adapted to meet the reality of the aforementioned school community from the perspective of interdisciplinarity. When we consider sport as a multifaceted and multifactorial phenomenon, we can understand its potential for engagement in the school context in an interdisciplinary panorama, a fact that is still little explored in the pedagogical scenario due to traditional methodologies, lack of communication/cooperation of the teaching staff, lack of planning, stereotypes related to the historical context of sport and physical education, professional overload or even lack of knowledge, which ends up restricting the students' significant learning about the sporting phenomenon, going against the school's Political Pedagogical Project. However, even in the face of the problems observed, this study shows that it is possible to expand students' access to the world of sports through innovative methodologies and teaching intervention, as long as there is dialogue between the agents that represent the different areas of knowledge of the school curriculum, since the active participation of the school community is a relevant factor for better management of competitiveness, space-time, and of course, interdisciplinarity, especially with regard to the sports phenomenon and its influences on society, by ensuring that the other curricular components, aspects of local culture, and especially students, the focus of the teaching-learning processes, have the opportunity to express themselves by being heard and valued.
A percepção de aprendizagem de habilidades para a vida por meio do esporte: um olhar para estudantes da educação básica de 12 a 14 anos
(Universidade Federal de Goiás, 2025-03-14) Corrêa, José Carlos Pontes; Costa, Gustavo de Conti Teixeira; http://lattes.cnpq.br/9537322186772529; Costa, Gustavo De Conti Teixeira; Milistetd , Michel; Figueiredo , Lucas Savassi
Embargada.
Dominação masculina na educação física escolar
(Universidade Federal de Goiás, 2025-03-20) Oliveira, Patrícia Barbosa de; Garcia, Lênin Tomazett; http://lattes.cnpq.br/7997689235632345; Garcia, Lênin Tomazett; Zanotto, Luana; Vilarinho Neto, Sissilia
This study aims to understand how literature addresses and develops the issue of gender in physical education classes through a bibliographic review. The research was based on dissertations developed in the PROEF program and in physical education journals, in addition to bringing the teaching perspective of over 20 years as a physical education teacher. An extensive bibliographic review was carried out in order to understand how this curricular component can be a space for reflections on male domination and its consequences, even today, when it comes to gender in physical education classes. The interpretations and meanings of the theme are brought and thought beyond male domination and awakened in this work as the domination that is paid for by the body and its relationships in the school environment. Resistance and/or conformism also led to several discussions and contemplations for the preservation or overcoming of social relationships and their ruptures of what has culturally become a truth. Pedagogical practices, then, became an important mechanism for bringing discussions that go beyond domination and its relationship with gender issues in physical education classes. Finally, how professionals in the field can and should work around pedagogical practices, bringing considerations and reflections on how this topic has been explored today. The work generated an educational product in the format of a reflective video on the topic and the main considerations of the work. The video will be offered on social networks such as YouTube and Instagram with the purpose of bringing professionals in the field, students in training and other interested parties the most relevant expressions of the review carried out.
Educação Física Escolar e esporte: a competição aliada ao processo de ensino do handebol
(Universidade Federal de Goiás, 2024-12-13) Souza, Denise Rodrigues de; Krahenbühl, Tathyane; http://lattes.cnpq.br/2409655249432276; Krahenbühl, Tathyane; Zanotto, Luana; Ginciene, Guy
Embargado.
Ginástica, saúde e educaçaõ física na EJA: experimentando possibilidades
(Universidade Federal de Goiás, 2024-03-22) Fernandes, Hélen Cristina Da Silva Moreira; Furtado, Roberto Pereira; http://lattes.cnpq.br/4253703423730148; Furtado, Roberto Pereira; Garcia, Lênin Tomazett; Martinez, Jessica Felix Nicácio
Considering the challenges of teaching Physical Education in EJA and the need for a critical thematization of health in school Physical Education classes, the general objective of this research was to develop and apply a didactic sequence with 10 classes (two of which need to be pairs for better development), in a 9th grade class at EJA, which approaches gymnastics contextualizing it with issues related to health. The specific objectives of the research were to problematize the concept of health-illness of EJA students; present the theory of social determination of the health-disease process as an interpretative possibility of health production for EJA students; work the territory as a “articulating axis” of health care in the teaching unit. This is a qualitative research that was carried out in a municipal school in Senador Canedo-GO, in a class in which I am the responsible teacher. To collect data, a field diary was used with records of observations and evaluations of the classes taught. The analysis was developed based on the content analysis of the field diary. As a result, we observed that student participation in classes fluctuated. When the classes were expository, the participation of teenagers was lower and when the classes were practical, the participation of adults was lower. Participation was also affected by some feelings such as shyness, fear of exposure, and competition, which ended up motivating other students to participate. The discussion about gender also arose and allowed students to reflect on the rights acquired by women in society.
Narrativas autobiográficas e a formação de professores e de professoras de educação física na educação infantil
(Universidade Federal de Goiás, 2025-02-28) Costa, Graciela Eurides; Zanotto, Luana; http://lattes.cnpq.br/9718778267626503; Zanotto, Luana; Almeida Junior, Admir Soares de; Alves, Fernando Donizete
This dissertation investigates the role of autobiographical narratives in the training of Physical Education (PE) teachers in Early Childhood Education (ECE), focusing on the repercussions of formative experiences in the process of becoming a teacher in this area. It aims to investigate how formative narratives can contribute to understanding the repercussions of formative experiences in the trajectory and process of becoming a PE teacher in ECE in the city of Ituiutaba/MG. Using an autobiographical narrative methodology, the author revisits her professional trajectory, examining how life stories impact pedagogical practices and proposing an interactive website as an educational resource. Entitled “Narratives that transform”, the website brings together accounts of PE teachers in ECE in Ituiutaba/MG, promoting critical reflection and the improvement of pedagogical practices. The results indicate that autobiographical writing is a powerful tool for self-analysis and for the continuing education of teachers, allowing a deeper understanding of experiences and their implications for the pedagogical practice of PE in ECE. Critical reflection on educational trajectories can inspire educators to reframe their practices, connecting them to shared theories and experiences. The research reaffirms the need to strengthen PE in ECE, recognizing it as an indispensable field for the full development of children. Critical reflection on educational trajectories can inspire educators to reframe their practices, connecting them to shared theories and experiences. Thus, narrating and providing opportunities for sharing professional knowledge was seen as a collaborative act and a cause for collective growth, expanding the possibilities of PE in ECE and contributing to its appreciation in the educational context. This study does not end as an end point, but as an invitation to dialogue, reflection, and continuity in the educational journey. Therefore, it is hoped that the study can encourage other teachers to revisit their own trajectories, consolidating a more critical, meaningful and transformative Education.
Práticas corporais de aventura na Educação Física escolar: desafios e possibilidades lúdicas e educativas nos anos iniciais do ensino fundamental
(Universidade Federal de Goiás, 2024-08-30) Fornazier, Gisele Pereira dos Santos; Inácio, Humberto Luís de Deus; http://lattes.cnpq.br/4114148723699030; Garcia, Lênin Tomazzet; http://lattes.cnpq.br/7997689235632345; Zanotto, Luana; http://lattes.cnpq.br/9718778267626503; Zanotto, Luana; Inácio, Humberto Luís de Deus; Garcia, Lênin Tomazzet; Figueiredo, Juliana de Paula
The present investigation focuses on the teaching of Adventure Physical Practices (APPs) in Physical Education classes in the early years of elementary school. The research problem was to identify how APPs in school Physical Education can be addressed using games and play as pedagogical tools. The main objective was to plan and implement a systematic didacticpedagogical sequence for teaching APPs in the early years of elementary school, using games and play in Physical Education classes, and to analyze their playful and educational potential. The research follows a qualitative approach, and the methodology is based on the principles of action research, involving students from a public school in Goiânia, Goiás. The pedagogical proposal was carried out during Physical Education classes over the course of 12 interventions with a 1st-grade class consisting of 21 students from the afternoon shift, between October and December 2023. Research instruments included a field journal, discussion circles, photo records, voice recordings, and children's drawings produced at the end of the pedagogical sequence. We identified some challenges, such as the lack of specific materials for the interventions and a lack of support during the implementation of the classes, which were limiting factors but were addressed with possible adaptations. In our experiential narratives, we found that the APP proposal outlined in the Goiás Curriculum Document (DCGO) was feasible for the class. Based on the research on APPs, it was concluded that the pedagogical proposal experienced by the children significantly contributed to expanding their knowledge, learning, and the development and progression of motor, cognitive, affective, and social aspects.
Ressignificação do xadrez na escola: a experiência dos seus processos de formação e ensino-aprendizagem aliados à mídia-educação
(Universidade Federal de Goiás, 2024-06-06) Barbosa, Weberson Alves; Gemente, Flórence Rosana Faganello; http://lattes.cnpq.br/9789647065401781; Gemente, Flórence Rosana Faganello; Silva, Ana Paula Salles da; Bassani, Jaison José
Chess is an ancient activity and the result of a collective construction that has been carried out throughout human history. Due to this, its primary characteristic of the transmission of knowledge over time was decentralized oral and written language. Although its teaching and learning process continues to be linked to traditional methods, in recent decades, chess has undergone a process of modernization and major technological advances in its teaching and learning methods. This process also increasingly influences society, school, school physical education and the actions of its practitioners, demanding new elaborations and knowledge, as well as healthy and critical relationships with all this technology, whether inside or outside the school. It is understood that this technological advance needs to be committed to a critical perspective of education and chess technologies and knowledge, in order to overcome a merely instrumental vision. This study starts from the problem of the lack of opportunities for teacher training in relation to chess and media education and aimed to develop, apply and evaluate multimedia teaching material aimed at physical education teachers, aimed at training processes and chess teaching-learning, based on the principles of media education. This research has action research characteristics, with a qualitative character and seeks to understand the reasons that keep physical education teachers away from teaching chess at school, as well as their difficulties in relation to understanding and working with the principles of media education and of TDICs in the school environment. For data collection, questionnaires and a field diary were created; for data organization and analysis, writings based on the content analysis method were used. The study proposes as an educational product, a teaching material that was made available on the YouTube platform aimed at teachers, with the aim of contributing to the process of continued training regarding the teaching-learning process of chess at school combined with the principles of media-education and aimed at a conscious and reflexive appropriation of technologies. The results obtained in the study indicate that the intervention and collaboration in the preparation of teaching material contributed to the construction of new knowledge related to chess and media education, offering new possibilities for teachers' teaching practice. In relation to this new knowledge, we can mention new teaching methodologies, such as mini chess games, and the production of memes aimed at teaching chess.
Badminton e mídia-educação(física): uma possibilidade de ensino nas aulas de educação física escolar
(Universidade Federal de Goiás, 2024-06-17) Milhomem, Márley Ferreira; Gemente, Flórence Rosana Faganello; http://lattes.cnpq.br/9789647065401781; Gemente, Flórence Rosana Faganello; Silva, Ana Paula Salles da; Moura, Sergio de Almeida
Badminton is an easily learned sport and its practice offers a variety of benefits, being accessible to practitioners of all skill levels, making it an important choice as content for Physical Education classes. However, the question arises as to why, despite its accessibility and multifaceted benefits, Badminton still receives little attention as content for Physical Education classes. This research aimed to develop, apply, and evaluate a didactic unit for teaching badminton articulated with the principles of media education for Physical Education classes, with methodological assumptions guided by a qualitative approach based on action research principles. The research was divided into two stages, the first stage consisted of conducting a diagnosis with Physical Education teachers about the main difficulties they face in developing badminton allied with media education principles as content, and based on this diagnosis, in the second stage, we sought to develop, apply, and evaluate the didactic unit. From the data analysis in the first stage, it was observed that there is a need for training for teachers regarding both badminton and media education principles. In the second stage, an approach through the principles of media education and badminton content proved to be very important, serving as motivation for students and significantly increasing their knowledge about badminton. The development of this research resulted in the elaboration of an e-book as an educational product, composed of 16 lessons for the development of badminton articulated with media education principles, and also an Instagram page aimed at promoting badminton as content for Physical Education classes.
A educação física numa escola de tempo integral (2005-2015): uma história possível
(Universidade Federal de Goiás, 2024-04-26) Muniz, Victor Hugo Regozino; Pinto, Rubia-Mar Nunes; http://lattes.cnpq.br/1247945292759754; Pinto, Rubia-Mar Nunes; Nicolino, Aline da Silva; Rodrigues, Heitor de Andrade
This research was carried out using the historical method and had the years 2005 to 2015 as a time frame. The spatial frame fell on the municipality of Goiânia, specifically the Capuava neighborhood. The problem that led the research was how the full-time shift was implemented in this institution and how the Physical Education curricular component was inserted in this process. The specific objectives were I) reconstitute the full-time implementation process at the Moisés Santana Municipal School and the interfaces with the Physical Education curricular component; II) identify and analyze the role of Physical Education in building/recovering the Institution's credibility in the community; and III) Produce a Literary Short Story. To this end, the imperatives of cultural history in terms of dimension were used. The predominance was Oral History and the thematic domain fell on the History of Institutions. Discourse analysis was used to analyze and interpret the sources. In curricular terms, the municipal network of Goiânia, during the time frame of this research, used the Human Training and Development Cycles that were based on the Historical-Cultural theory over time, the document was updated and began to adopt the Critical-Overcoming approach as a guideline for the Physical Education curricular component. Thus, showing an alignment with scientific advances in the area. We suggest that teachers working in full-time schools use contributions from a cultural perspective of Physical Education. Regarding the Moisés Santana Municipal School, its entire transformation occurred through a great collective effort on the part of the school community, which still generates impacts on the institution today. Furthermore, Physical Education, together with other workshops, contributed to expanding the students' cultural repertoire and improving the institution's image in the community. Another important factor in changing the school was the intensification of control mechanisms, both in relation to staff and students, notably over the body.
O ensino do Takkyu volley na educação física escolar
(Universidade Federal de Goiás, 2024-09-24) Brito, Jaqueline Cordeiro de; Silva, Ana Paula Salles da; http://lattes.cnpq.br/1419249224932990; Silva, Ana Paula Salles da; Gemente, Florence Rosana Faganello; Moura, Sérgio de Almeida
This research addresses the subject of Takkyu Volley as content in physical education classes at school. Its research problem is the following question: What is the relevance of teaching Takkyu Volleyball in physical education classes at school in the perception of elementary school students and teachers who work with this sport? The general aim of the research was to design, develop and analyze an intervention proposal using Takkyu Volleyball for Physical Education classes at school. This is an educational action research project with a qualitative approach. The target audience is teachers and precursors of Takkyu Volleyball in the city of Goiânia/GO and students from a 3rd grade elementary school class at a public school in Goiânia/GO. The research data was collected through interviews, field diaries, photos, videos and materials produced by the students during the research intervention period. Through the results of the research, we consider that the experience with Takkyu Volley is capable of improving the perception of non-disabled students about students with disabilities and that it is possible to promote the practice of Takkyu Volley at school as inclusive content.
Uma proposta de intervenção tematizando o uso/abuso de álcool e outras drogas a partir das práticas corporais de aventura
(Universidade Federal de Goiás, 2024-04-05) Aquino, Luciovan Padilha de; Furtado, Roberto Pereira; http://lattes.cnpq.br/4253703423730148; Furtado, Roberto Pereira; Inácio, Humberto Luis de Deus; Oliveira, Marcos Flávio Mércio de
This research aims to provide theoretical support for Physical Education teachers to address the prevention of alcohol and drug use and abuse with their students, based on the content of adventure physical activities. From a methodological standpoint, the intention is to approach the Critical Overcoming proposal, developed by the Authors Collective in 1992. This is a theoretical research that encompasses studies on alcohol and drug use and abuse in Brazil, as well as the main proposals addressing treatment and prevention. As a result, a document dealing with concepts related to the prevention of alcohol and drug use and abuse was developed to be discussed with the classes. It will also present a didactic unit aimed at physical education teachers, containing a sequence of 09 classes, built from the content of adventure physical activities focusing on the 8th and 9th grades of Elementary School.

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