Mestrado Profissional em Educação Física em Rede (FEFD)
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Item 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 AlmeidaThis 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.Item 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/4457644382969986This 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.Item 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 PaludettThe 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.Item 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 SavassiEmbargada.Item 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, SissiliaThis 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.Item 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, GuyEmbargado.Item 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 NicácioConsidering 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.Item 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 DonizeteThis 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.Item 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 PaulaThe 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.Item 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 JoséChess 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.Item 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 AlmeidaBadminton 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.Item 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 AndradeThis 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.Item 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 AlmeidaThis 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.Item 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 deThis 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.Item Educação Física na Educação Infantil: a prática pedagógica de professores e professoras(Universidade Federal de Goiás, 2024-04-24) Silva, Jordana Karla Lopes da; Zanotto, Luana; http://lattes.cnpq.br/9718778267626503; Zanotto, Luana; Pinto, Rubia Mar Nunes; Bandeira, Lilian BrandãoEste proyecto de investigación aborda el tema de la Educación Física en la Educación Infantil, centrándose en la práctica pedagógica de los docentes. Se presenta como problema de investigación la siguiente pregunta: ¿cuáles son las dificultades que enfrentan los profesores de Educación Física en la enseñanza preescolar/Educación Infantil en la ciudad de Goiânia/GO? El objetivo general es identificar y analizar las principales dificultades que encuentran los docentes de Educación Física que trabajan en Educación Infantil. Como objetivos específicos, se destacan los siguientes: 1) analizar los documentos que orientan la Educación Infantil en Brasil y en el Departamento Municipal de Educación (SME) de Goiânia; 2) identificar y analizar las transformaciones que llevaron a los profesores de Educación Física a trabajar con la Educación Infantil en la ciudad de Goiânia; 3) analizar las divergencias entre la práctica pedagógica de los profesores de Educación Física que trabajan con la Educación Infantil y la propuesta del SME; 4) producir material de apoyo pedagógico para profesores de Educación Física de la SME, con el objetivo de demostrar el contexto de la realidad encontrada y la calificación de la práctica pedagógica. Se trata de una investigación cualitativa exploratoria, con investigación bibliográfica y documental. Para producir los datos se realizó una entrevista estructurada a cinco docentes de Educación Física que laboran en Educación Infantil en cinco instituciones escolares municipales, además de la recolección de un conjunto de planes lectivos elaborados por docentes de este segmento. El análisis de la información y los datos se produjo mediante la técnica de análisis de contenido. Por lo tanto, este estudio concluye que las dificultades enfrentadas no se limitan al ámbito pedagógico y educativo específico del profesor de Educación Física. Estas dificultades se acumulan con otras cuestiones y exceden los límites tradicionales de su responsabilidad profesional.Item O ensino do basquetebol nas aulas de educação física através do modelo sport education(Universidade Federal de Goiás, 2024-12-22) Rodrigues, Raynner Abreu dos Santos; Krahenbühl, Tathyane; http://lattes.cnpq.br/2409655249432276; Krahenbühl, Tathyane; Rodrigues, Heitor de Andrade; Jacó, Juliana FagundesPhysical education is an area of knowledge that deals with the elements of bodily culture of movement, and sport is one of the most common contents in lessons. A pedagogical approach that is appropriate to the various manifestations, diversities and possibilities of teaching sport in the school context is crucial. This study focused on breaking down traditional teaching paradigms, introducing new pedagogical strategies that maintain the essence of sport. Using the Sport Education Model (SEM), a Didactic Unit was structured for teaching basketball, emphasizing its holistic approach to sport and the integral development of the student. The objectives of the Didactic Unit, in the context of the research, were focused on technical-tactical and socio-educational references, as well as a comprehensive approach to the three dimensions of content (conceptual, procedural and attitudinal) in Physical Education classes. The qualitative research was conducted through action research, involving 24 lessons for a 6th grade class at a public school in Confresa, MT. Data was collected using questionnaires (Entry and Exit) and field diary entries. The results indicated that the students had a basic knowledge of basketball. However, the progress observed highlighted the relevance of innovative pedagogical approaches, such as the Sport Education Model, for teaching basketball in Physical Education classes. Throughout the Didactic Unit, there was significant progress in the technical and tactical aspects of basketball. The students' progressive development in problem-solving strategies and movements inherent to the game was evident. This process resulted in notable improvements in specific basketball skills and their application in the context of the game. In addition, the answers to the final questionnaire showed that the students achieved significant results in technical- tactical aspects and their application during games, allowing for the democratic inclusion of the students in the sports season. During the activities, the students' collective engagement was observed, with an emphasis on active participation and collective effort. The students were committed and motivated by the learning process, which was reflected in their effective collaboration and the creation of an environment conducive to learning. Enthusiastic attitudes were evident in their commitment to the activities. However, we faced some challenges in implementation, especially when differences of opinion and doubts about the rules arose. On these occasions, it was necessary to resort to emancipatory interventions. These interventions, designed to promote students' autonomy and freedom of thought and action, enabled them to develop critical negotiation skills, mutual respect and understanding of different perspectives. This was crucial in overcoming obstacles and ensuring effective and constructive learning. On the other hand, further research is needed to help consolidate the factors related to collective behavior and the applicability of rules in the school context. Therefore, it was concluded that the use of the Sport Education Model in basketball classes has emerged as a viable and cohesive alternative to be implemented in the context of school Physical Education, providing an innovative approach to teaching this sport. Through this approach, it became noticeable that the traditional view of teaching was transcended, promoting a more comprehensive and effective educational experience. In this context, it was essential to mention that one of the main benefits of the model lies in the active participation of the students. They showed enthusiasm, getting involved throughout the process, taking on different roles that went beyond mere technical skills. Their participation contributed significantly to an enriching experience that encompassed aspects that went beyond the technical side of the sport.Item Docência em educação física por professores sem formação inicial na área em escolas estaduais do interior de Goiás(Universidade Federal de Goiás, 2024-04-03) Alcantara, Aurelio Cardoso; Zanotto, Luana; http://lattes.cnpq.br/9718778267626503; Zanotto, Luana; Rodrigues, Heitor de Andrade; Rodrigues, Anegleyce TeodoroThis dissertation, entitled “Physical Education teaching by teachers who do not have an initial degree in the area in State Schools in the State of Goias inlands” explores the theme of the conditions, challenges and difficulties of teachers who do not have a degree in Physical Education on the matter of Teaching the curricular component in state schools inserted in the Teaching Regional Administration of Palmeiras de Goias (CRE Palmeiras) located in the inland of the State of Goias, Brazil. The study is guided by the following question: how Physical Education school work developed by teachers who have degrees different from Physical Education in the region of CRE Palmeiras is performed? Therefore, the general objective of this research consists in analyzing the teaching work of teachers who do not have an initial degree in Physical Education, in other words, with a degree in many different areas who teach Physical Education in state schools in the CRE Palmeiras. The specific objectives of the research are: list the reasons why the teacher who has a degree in other areas or the teacher who does not have a degree take on Physical Education classes; identify the resources used by the teacher to organize the teaching work; enumerate and discuss the teaching comprehension regarding the understanding and knowledge of the curricular component; identify how the teacher comprehends and analyzes the relation between the practice and the students education needs. Another objective, as and educational product, is the presentation of an audiovisual informative material to the dissemination/ advance/ know-how of the reality investigated. It is a qualitative research with exploratory and exhibit approach, consisting in a case study. The participants were twenty five teachers, mostly pedagogues, responsible for Physical Education classes in the years of 2022 and/or 2023 in schools from the CRE Palmeiras State network. The instrument used to produce data was an online questionnaire formed by opened and closed questions. The interpretation was based on the analysis of content focused on the theoretical accretion produced in the teachers’ degree field and on the theory of professional teaching development. The main results found were the lack of option for the majority of the teachers to choose to be or not to be in the curricular component, a positive perception of the possibilities of Physical Education on the student education, the need for planning and where to base it on, however, difficulties in articulating these concepts, before the teaching practice described, based on sport and recreation models, models known by them when they were students.Item Saberes de docentes de educação física acerca dos jogos eletrônicos: implicações para a prática pedagógica na escola(Universidade Federal de Goiás, 2024-07-11) Costa, Adriana da Silva; Silva, Ana Paula Salles da; http://lattes.cnpq.br/1419249224932990; Silva, Ana Paula Salles da; Gemente, Florence Rosana Faganello; Albuquerque, Rafael Marques deDespite the growing scientific production of Electronic Games in school Physical Education, more studies and research are needed to structure better teaching proposals that better use the educational possibilities of this object of knowledge. In this sense, the starting questions of this research were: What are the knowledge and experiences about Electronic Games of Physical Education teachers at school? And what knowledge do teachers need to work with Electronic Games in school Physical Education? The general objective is to: Analyze the knowledge and experiences about Electronic Games of Physical Education teachers and develop teaching material for Physical Education teachers about Electronic Games. This is a qualitative research, in which two groups of Physical Education teachers participated, one group that works in Basic Education and the other that are Higher Education teachers, researchers on Electronic Games at school. Questionnaires and interviews were used to collect data. The data was analyzed based on Content Analysis. It was observed that most of the participating teachers did not have contact with knowledge related to electronic games related to school Physical Education in their initial and continuing training. These teachers stated that the knowledge they have is not enough to develop pedagogical work with Electronic Games at school, however, the data showed that teachers who have some personal experience with games, even without training, are still able to develop this content in school Physical Education. Based on this research, an educational product was developed to help Physical Education teachers who have difficulty intervening with Electronic Games in their classes.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.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.