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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Tematização dos jogos cooperativos numa abordagem de educação para a saúde: um experimento didático nas aulas de educação física nos anos finais do Ensino Fundamental
(Universidade Federal de Goiás, 2026-03-20) Soares, Danillo Rosa; Oliveira, Victor José Machado de; http://lattes.cnpq.br/7335514115153220; Oliveira, Victor José Machado de; http://lattes.cnpq.br/7335514115153220; Ferreira, Heidi Jancer; http://lattes.cnpq.br/6761598693208781; Costa, Rafael Martins da; http://lattes.cnpq.br/5887623642646939
This study aimed to analyze how the thematization of cooperative games, based on a health education approach and guided by the theory of salutogenesis, can contribute to fostering reflections on the promotion of mental health among students in the final years of elementary school in Physical Education classes. The research was developed through a qualitative approach, using the formative didactic experiment as a research method, grounded in the theory of developmental teaching. The study was conducted in a public municipal school in Goiânia, Goiás, Brazil, with a group of 6th-grade elementary school students. The following instruments were used for data production: teaching plan, field notes, discussion circles, students’ productions, and mood cards. The pedagogical intervention consisted of implementing a teaching unit focused on cooperative games within a health education approach, emphasizing reflections on mental health promotion over the course of eight classes. The results indicate that the thematization of cooperative games promoted the strengthening of social bonds, increased student engagement, contributed to the development of a sense of belonging, and enabled reflections related to cooperation, self-esteem, and social interaction. As an educational product of the research, a pedagogical handbook was developed, organizing theoretical foundations, methodological guidelines, and study task proposals for the thematization of cooperative games from a health education perspective. This material aims to provide theoretical and methodological support for teaching practices involving cooperative games oriented toward health education in the school context. It is concluded that Physical Education teaching, when guided by critical frameworks and a salutogenic perspective, can become a powerful space for health education, fostering reflections on mental health promotion in the school context by articulating bodily, emotional, and social dimensions of human development.
A organização do ensino dos jogos nos anos iniciais da educação física: proposições a partir da sequência denominada MovLudus
(Universidade Federal de Goiás, 2026-03-30) Souza, Rodrigo Luiz de; Zanotto, Luana; http://lattes.cnpq.br/9718778267626503; Zanotto, Luana; http://lattes.cnpq.br/9718778267626503; Krahenbuhl, Tathyane; http://lattes.cnpq.br/2409655249432276; Alves, Fernando Donizete; http://lattes.cnpq.br/3812723309905378
This study aimed to contribute to the development of play in school Physical Education in the early years of Elementary School, focusing on expanding children’s repertoire of motor actions and improving game reading and decision-making. The research was conducted in a public municipal school in the city of Nerópolis, Goiás, Brazil, with a 4th-grade class composed of 27 students, of whom two girls did not participate in any of the lessons and were therefore considered absent from the analysis. For this context, an eight-lesson pedagogical sequence called MovLudus was planned and developed within the school routine. The lessons were organized around different categories of games involving interaction between opponents, including chase games, field-and-bat games, net/wall games, invasion games, and collective game creation, enabling experiences of participation, collective organization, rule negotiation, decision-making, and authorship within playful practices. Data were produced through field diaries written after each lesson, lesson records, and conversation circles with the children. The analysis followed a qualitative interpretive approach, centered on understanding the processes experienced throughout the sequence. From this process, three analytical categories were constructed: understanding the game and building decisions in playful situations; collective organization, cooperation, and negotiation in the game; and authorship, creation, and production of meaning in the game. The results indicated that, throughout the MovLudus proposal, the children came to understand the functioning of the activities more consistently, adjusting rules, reorganizing actions in space, and making more situated decisions in collective games. Advances were also observed in the collective organization of actions, cooperation, rule negotiation, and the production of children’s own game proposals, especially in the final lessons, when students assumed greater protagonism in adapting and creating activities. It is concluded that play, when systematically organized and mediated through the group’s experiences, can foster bodily, relational, and reflective learning, contributing to more meaningful practices in school Physical Education. Keywords: School Physical Education.
Valorização das culturas nas aulas de educação física: um caminho para a redução de conflitos e fortalecimento das identidades
(Universidade Federal de Goiás, 2026-03-31) Gobbi, Honorina Luiz Torres de Lima; Zandomínegue, Bethânia Alves Costa; https://lattes.cnpq.br/7739333559051242; Bandeira, Lilian Brandão; Barbosa, Raquel Firmino Magalhães; Zandomínegue, Bethânia Alves Costa
This dissertation focuses on the pedagogical practice of Physical Education in relation to cultures. The study is guided by the following questions: What are the students' perceptions regarding the role of Physical Education in improving the school environment and reducing conflicts? In what ways can Physical Education pedagogical practices that recognize and value student cultures influence conflict mitigation and promote a school climate more conducive to socialization? These questions underpin the objectives of: a) identifying students' perceptions regarding the role of Physical Education in improving the school environment; b) analyzing how valuing student cultures in Physical Education classes can contribute to a more inclusive and safe school environment; and c) developing and implementing a Physical Education action plan that encourages joint student participation, documenting examples of cultural pedagogical practices in Physical Education and their impact on the school environment. The research was conducted with 8th-grade Middle School students at a state public school in the city of Caldas Novas, Goiás. The study followed action research principles and used questionnaires, interviews, field note observations, and focus groups as data collection instruments. The research findings point out that pedagogical practices drawing on students' experiences and cultural backgrounds build up engagement, a sense of belonging and school ties. The experiences bear out that Physical Education can help work through conflicts and improve the school environment when it hinges on dialogue, listening and working together.
Educar para a vida: um caminho possível na rede pública a partir de uma experiência com alunos de 12 a 15 anos nas aulas de educação física
(Universidade Federal de Goiás, 2026-04-24) Melo, Henes Alfredo de; Rocha, Augusto Cezar Rodrigues; Costa, Gustavo de Conti Teixeria; http://lattes.cnpq.br/9537322186772529; Costa, Gustavo de Conti Teixeria; Milistetd, Michel; Oliveira, Victor José Machado de; Rocha, Augusto Cezar Rodrigues
Embargo
Dança de salão e Tiktok nas aulas de educação física escolar: um diálogo com a mídia-educação
(Universidade Federal de Goiás, 2025-12-30) Barbosa, Odine Medheyros; 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; Moura, Sérgio de Almeida; http://lattes.cnpq.br/8651586548366975
This dissertation investigated how the pedagogical use of digital media, grounded in the principles of media education, can contribute to the teaching of ballroom dances in school Physical Education through embodied experiences with forró, waltz, and line dance. The study adopts a qualitative approach, characterized as action research, integrating planning, pedagogical intervention, documentation, and reflective analysis of teaching practice. The research was conducted with a 9th-grade class in a public school, with the central focus on bodily experimentation in ballroom dance and the problematization of initially restricted perceptions related to the body, leading and following roles, gender norms, and forms of participation. The pedagogical intervention combined practical dance experiences, collective discussions, and the intentional use of digital media as mediating devices. TikTok was employed as a cultural language to observe, record, and re-signify the embodied experiences lived in class, while Mentimeter and other digital tools were used to gather students’ perceptions, feelings, and reflections, enabling a critical examination of bodily practices and media representations associated with dance. Data were generated through field notes, interactions on digital platforms, student feedback instruments, and audiovisual records of the classes. The analysis shows that the articulation between embodied practice and media mediation fostered shifts in students’ initial perceptions, expanding forms of participation, expression, and understanding of dance as a cultural language. Student authorship emerged as a process constructed through bodily experiences, collective reflection, and pedagogical guidance, indicating that creative and media production processes do not occur spontaneously. As an outcome of the research, the educational product No Passo do Algoritmo – Lessons that Dance with the Digital World was developed, a pedagogical guide that systematizes the proposal through principles, modes of creation, and detailed lesson plans. The study concludes that the intentional integration of embodied practices and digital media, mediated by media education principles, contributes to more critical, participatory, and authorial learning processes in school Physical Education.
A Educação física como mediadora dos jogos de papéis com as crianças pequenas: uma abordagem desenvolvimental no contexto da educação infantil
(Universidade Federal de Goiás, 2026-03-03) Oliveira, Guilherme Augusto Fernando de; Oliveira , Victor José Machado de; https://lattes.cnpq.br/7335514115153220; Oliveira , Victor José Machado de; Barros, João Luiz da Costa; https://orcid.org/0000-0001-5459-8691; Vaz, Alexandre Fernandez
This master’s dissertation focuses on the systematization of bodily movement experiences in Physical Education in Early Childhood Education, based on a developmental didactics oriented by the guiding activity of role-play games. The study stems from the research problem that asks how it is possible to organize bodily movement experiences that are consistent within the context of Early Childhood Education. The general objective is to understand the systematization of bodily movement experiences consistent with Early Childhood Education through a developmental didactics. Specifically, the study sought to identify and analyze the systematization of a didactic proposal that mediates meaningful topics related to bodily movement experiences of young children in a preschool, as well as to develop an educational resource throughout this process. This is a qualitative study, within the framework of the didactic-formative experiment, carried out in a preschool in the municipality of Patos de Minas, Minas Gerais, with a second-period group (5 years of age) of Early Childhood Education, conducted by the Physical Education teacher over twelve sessions. The main results indicate that Physical Education in Early Childhood Education can be systematized without breaking with the humanizing principle of play, demonstrating that it is possible for the teacher to work with children, and not on them, thus revealing a pedagogical ethics of otherness and a commitment to their formation. It was also possible to observe that the didactic-pedagogical systematization developed in this research encompassed the “Structuring Actions of Mediation,” which are configured as an instrument to guide teachers’ pedagogical mediation and organize the teaching of Physical Education in Early Childhood Education. As an educational resource, a short documentary film is presented, which systematizes this proposal and provides support for teacher education. It is concluded that developmental didactics, oriented by the guiding activity of role-play games, enables the systematization of consistent bodily movement experiences in Physical Education in Early Childhood Education.
Práticas aquáticas, desenho universal para aprendizagem e multiletramentos: educação física no atendimento educacional especializado
(Universidade Federal de Goiás, 2025-08-21) Morais, Mércia Caroline Otto de; Silva, Ana Paula Salles da; http://lattes.cnpq.br/1419249224932990; Silva, Ana Paula Salles da; http://lattes.cnpq.br/1419249224932990; Gemente, Flórence Rosana Faganello; http://lattes.cnpq.br/9789647065401781; Lima, Lana Ferreira de; http://lattes.cnpq.br/9085513869381363
This dissertation aimed to investigate the feasibility of a pedagogical proposal focused on the experience of Body Culture content, focusing on aquatic practices developed from the perspectives of Universal Design for Learning (UDL) and Multiliteracies, within the context of Physical Education (PE) in Specialized Educational Services (SEAs). The research adopted a qualitative educational action research approach, structured in two phases: a diagnostic phase, consisting of a systematic review and interviews with five PE teachers working in the SEAs in Goiânia; and a pedagogical intervention phase in a Special Education school, with students attending SEAs. The intervention was carried out with two children, one with Down syndrome and the other with Autism Spectrum Disorder with level 1 support, through eight practical Aquatic Education classes. Content analysis of the interviews revealed that the pedagogical practices developed by the interviewed teachers are often limited to psychomotor aspects, disregarding PE content and limited use of assistive and digital technologies. Field diary data and intervention analysis indicated that the UDL and Multiliteracies-based approach fostered student empowerment and enjoyment, expanded experiences, and learned Body Culture content, with the potential to contribute to more effective school inclusion. Based on this research, an educational product was developed that constitutes a proposed pedagogical intervention for the classes conducted during the study, incorporating the lesson plans and images produced by both the teacher-researcher and the students.
A transição para o Ensino Fundamental: corpo, movimento e a construção de sentidos e significados pelas crianças nas aulas de Educação Física
(Universidade Federal de Goiás, 2025-08-29) Zardini, Joyce Ramalho Monteiro; Zandomínegue, Bethânia Alves Costa; http://lattes.cnpq.br/7739333559051242; Zandomínegue, Bethânia Alves Costa; http://lattes.cnpq.br/7739333559051242; Zanotto, Luana; http://lattes.cnpq.br/9718778267626503; Barbosa, Raquel Firmino Magalhães; http://lattes.cnpq.br/0450328137872217
embargada.
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.

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