Mestrado Profissional em Educação Física em Rede (FEFD)

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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.
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 Brandão
Este 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.
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 Fagundes
Physical 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.
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 Teodoro
This 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.
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 de
Despite 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.
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 Capellini
This 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.
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 Ramos
The 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.
Reflexões sobre a saúde nas aulas de educação física escolar: aproximações com a saúde coletiva e a pedagogia histórico-crítica
(Universidade Federal de Goiás, 2023-08-28) Barbosa, Thaynah Paulino da Silva; Furtado, Roberto Pereira; http://lattes.cnpq.br/4253703423730148 Endereço; Furtado, Roberto Pereira; Garcia, Lênin Tomazett; Martinez, Jéssica Félix Nicácio
The present study aimed to pedagogically address the contents of school Physical Education, considering the connections with Public Health and Historical-Critical Pedagogy. We analyzed the historical context and concerns related to health in Physical Education classes, based on the contributions of Yara Maria de Carvalho. In order to understand health as a social process, we navigated through the theoretical frameworks of Public Health, particularly in the studies of Jaime Breilh, thus comprehending the social determination of the health-disease process. We considered the works of Demerval Saviani as the foundation for educational work, understanding Historical-Critical Pedagogy and interpreting the public school as a political space. Through our studies, we developed a support material for Physical Education teachers, seeking references in the literature that enable the development of pedagogical practices coherent with the needs of the working class. We understood the inseparability of content, form, and recipient, and therefore emphasized the importance of seeking theoretical grounding for the development of educational work.
Futebol callejero e produção do saber escolar na perspectiva crítico-superadora
(Universidade Federal de Goiás, 2023-08-23) Borges Neto, Fábio; Vilarinho Neto, Sissilia; http://lattes.cnpq.br/2799818907297185; Garcia, Lênin Tomazett; http://lattes.cnpq.br/7997689235632345; Garcia, Lênin Tomazett; Vilarinho Neto, Sissilia; Furtado, Roberto Pereira; Alarcon, Valléria Araújo de Oliveira
The present study came from the interest in understanding how the proposal of callejero soccer (street soccer) can inspire the production of soccer as a school knowledge, produced with the principles of critical-overcoming pedagogy. Due to the importance of the sports phenomenon in schools’ Physical Education classes, this study is relevant, as it presents a tool, the Didactic Unit, possible for a different pedagogical treatment with the teaching of sports at school. This work has its predominant moment as a qualitative research, and at first, we seek the instituting approaches between critical-overcoming pedagogy and callejero soccer. The second moment can be expressed by a field research carried out at the Raimunda de Oliveira Passos Municipal School, which is part of the municipal education network of Anápolis, using as a data collection instrument, a semi-structured interview to characterize the participants and a focus group with twelve students from the final years of elementary school. The third moment was the construction of the educational product that, in short, starts from the problematics found in the school reality and seeks a teaching methodology that qualitatively overcomes these problems. We came to the conclusion that callejero soccer, as a little explored proposal, approaches the principles of critical-overcoming pedagogy, in the sense of understanding that the teaching of technique in the hegemonic way keeps students away from classes, whether due to frustrations resulting from difficulties or by early specialization that limits their motor skills, provoked by lack of interest on the part of male and female students. At school, callejero soccer acquires a dimension of social work by providing principles that allow an assessment of both soccer as a fundamental element of social practice, and the subject itself that reproduces or does not guarantee ethical and moral values. For this, during classes, children must acquire the techniques and tactical aspects that make up callejero soccer, and through this challenge their own existence as social, historical and critical subjects, in addition to promoting the full development of all their human capacities. Finally, there is no single approach to teaching football at school and callejero soccer is yet another methodology that has approaches to critical-overcoming pedagogy, and in this way, we provide reflection for the pedagogical practice in teaching situations, aiming at humanization of the subjects.
Saúde na educação física escolar: reflexões a partir da pedagogia histórico-crítica
(Universidade Federal de Goiás, 2023-06-26) Dias, Larissa Alves; Furtado, Roberto Pereira; http://lattes.cnpq.br/4253703423730148; Furtado, Roberto Pereira; Garcia, Lênin Tomazett; Antunes, Priscilla de Cesaro
The objective of this research was to understand the foundations of the theory of social determination of the health-disease process and of Historical-Critical Pedagogy, contributing with reflections on the possibilities for Physical Education at school based on the assumptions of these approaches. For this, the chosen methodological path has as reference the author Dermeval Saviani, who points out three crucial steps in the construction of his pedagogical theory, which were adapted in this study. The first refers to an approach and deepening with the objects of study, in the case of this study, Collective Health from the perspective of the social determination of health, and Historical-Critical Pedagogy, having as main authors:Breilh (2010; 2013), Laurell; Nogueira (2010); Duarte (2013, 2016, 2019); Galvão,Lavoura e Martins (2019) and Saviani's main works. The second, a reflection and critique of the prevailing hegemonic theories, in the case of the paradigm of Physical Fitness Related to Health, analyzing the main productions of the pioneering authors of such paradigm, Markus Vinicius Nahas and Dartagnan Pinto Guedes. Finally, the elaboration of an educational product, a reflective guide, as a synthesis built from the appropriations developed in this study. Among the main conclusions of this research is the need to advance in the construction of consistent methodological propositions for teaching Physical Education at school based on Historical-Critical Pedagogy, overcoming the limits of understanding the causal relationship between Physical Education at school and health, as proposed by the Health-Related Physical Fitness paradigm.
Jogos eletrônicos na educação física: possibilidades para escolas com poucos recursos digitais
(Universidade Federal de Goiás, 2023-06-27) Lourenço, Elker de Oliveira; Gemente, Flórence Rosana Faganello; http://lattes.cnpq.br/9789647065401781; Silva, Ana Paula Salles da; http://lattes.cnpq.br/1419249224932990; Silva, Ana Paula Salles da; Costa, Alan Queiroz da; Santos, Silvan Menezes dos
Electronic Games have increasingly become part of the lives of many children and adolescents who are of school age. In addition, national and state curriculum documents already bring these games as content to be studied in Physical Education classes at school. Therefore, the school can contribute to the mediation between students and this type of game. However, many school units do not have digital resources to offer experiences with these games. Based on this reality, the general objective of the research was to identify, develop and analyze possibilities for teaching Electronic Games in Physical Education at school, articulated with the principles of Media-education, considering the school realities that have few digital resources. The research adopted, in the methodological aspect, the qualitative approach. It was oriented from action research principles and was developed in a municipal public school in the city of Aparecida de Goiânia - GO. Participating in the research were Physical Education teachers who belong to the same teaching network and students from a 5th grade class of Elementary School. For data collection, the following were used: a questionnaire answered by the teachers; two questionnaires (initial and final) answered by the students and a Field Diary to record data from the seventeen classes that made up the intervention applied at the school. This intervention was carried out from a pedagogical sequence produced for this research. The results obtained in the study indicate that the insertion of Electronic Games in the school can contribute to the enjoyment of students with these games, help in the creation and learning of students, promote discussions about the evolution of technologies and provide the problematization of social issues that are related directly or indirectly with these games. Finally, it is considered that the research was able to point out possibilities of how to work with Electronic Games, even in school realities that have few technological resources available. Despite this, it is argued that it is up to the State to provide more digital resources to work with these games in schools, in addition to offering continuing education for teachers, so that the possibilities of working with Electronic Games in Physical Education at school can be improved, even more expanded. This research also gave rise to two Educational Products, one being an ebook entitled "ELECTRONIC GAMES AND MEDIA-EDUCATION: Pedagogical Possibilities for Physical Education at School ", and a video presentation that aimed to give visibility to the experiences lived in the pedagogical intervention. Both products will be made available online and free of charge.
Mídia-educação e a dança na educação física escolar
(Universidade Federal de Goiás, 2023-03-21) Martins, Eurenes Alves; Silva, Ana Paula Salles da; http://lattes.cnpq.br/1419249224932990; Silva, Ana Paula Salles da; Moura, Sérgio de Almeida; Gemente, Flórence Rosana Faganello
We start from the principle that contemporary media is present throughout society, permeating our daily activities, and thinking about quality education today without thinking about media and technology seems to be disconnected from reality. Given this context, the use of Media-education principles and perspectives can be combined with school Physical Education, and together they can imprint a deeper understanding of media and technologies in order to develop in students the expansion of cultural repertoires, the criticality, creativity, productivity, citizenship and ethics. Considering these aspects, would it be feasible to articulate the dance content to the principles of Media-education in order to enhance the processes of appropriation and production of knowledge by children in Physical Education classes at school? What are the difficulties in carrying out an intervention project in this perspective? To answer these questions, we carried out qualitative research following the principles of educational action research, with a group of the 2nd year of Elementary School at a local school in Palmas/TO, with the objective of elaborating, developing and analyzing a didactic sequence about dance (focusing on a regional dance), articulated with the principles of Media Education. From the analysis of the data, we found that most families know the regional dances of Tocantins, but this knowledge does not seem to be shared with the children, since the vast majority of them have a preference for some type of dance, but are unaware of the regional dances. of the state, we also found that students have considerable knowledge about media and technologies, but not all are able to make pedagogical or expanded use of these equipment or media, hence the importance of approximation and mediation of this knowledge by the school and teachers. The articulation between the principles of Media-education with the content of Catira's dance enhanced the enjoyment and learning of students during classes, simultaneously increasing their cultural repertoire on Catira and on media and TDICs. In addition, it favored and encouraged students' interest in learning and creative, authorial and collaborative production by developing their own audiovisual material about Catira and digital experiences in Physical Education classes. From this research experience, two educational products emerged, the first of which is the didactic sequence entitled “Articulating principles of Media-education with the experience of Catira in Physical Education classes at school” and the second is the collaborative audiovisual production of students with the title “Media-education and Catira”.
Práticas corporais circenses e mídia-educação na educação física escolar
(Universidade Federal de Goiás, 2020-10-27) Soares, Felipe da Silva; Silva, Ana Paula Salles da; http://lattes.cnpq.br/1419249224932990; Silva, Ana Paula Salles da; Lisbôa, Mariana Mendonça; Gemente, Flórence Rosana Faganello
This research report is about the analysis of a pedagogical intervention of Circus Body Practices articulated with the principles of Media-Education carried out from a didactic sequence elaborated and developed for this purpose. The theoretical-methodological contribution of qualitative research of the type research-practical action was used, developed in a two-month intervention program, in a public school, with students of the 8th year of elementary school. For data collection, interviews were carried out with the pedagogical team, a questionnaire was applied to students, records of interventions in a field diary. Materials produced by students during the intervention process were also included as a data record. The analysis of the data revealed as promising the association between the Circus Body Practices and the Media-Education principles for learning and re-signification of the circus culture and for the appropriation of the Media and Digital Technologies of Information and Communication as a form of expression and cultural production. It is also noteworthy the difficulty of access to Digital Information and Communication Technologies by some investigated students, which reinforces the importance of the school as a place for democratizing access and training for the use of media and Digital Information Technologies and Communication in a critical, ethical and creative perspective, with a view to a more participatory, more citizen-oriented social insertion.
Gênero, jogos e brincadeiras e Educação Física: uma análise da produção acadêmica no âmbito educacional
(Universidade Federal de Goiás, 2020-11-20) Santos, Patrícia Viviane Carvalho dos; Silva, Ana Márcia; http://lattes.cnpq.br/8175893893424249; Silva, Ana Márcia; Nicolino, Aline da Silva; Furtado, Roberto Pereira; Oliveira, Valéria Araújo de
Este trabajo surge de una necesidad de comprender y intervenir en los problemas sociales presentes en el ámbito educativo y, en particular, en las cuestiones de género experimentado en la escuela, buscando resaltar la importancia desta discusión y debate, en cinco revistas brasileñas. Se trata de una investigación cualitativa, con la estrategia de análisis de contenido, establecida en la lectura de Laurence Bardin (1977), mediante una revisión sistemática de la producción académica en el campo de la educación y la Educación Física, en torno al tema juegos y juegos de género y contenido, con enfoque en Educación Básica. El estudio describió y analizó la producción académica sobre género y juegos y niñerías, de las revistas seleccionadas, produciendo una síntesis con las principales indicaciones de los artículos analizados, con el fin de comprender cómo se cruzan estas cuestiones de género. Para ello, se abordó el concepto de género en su construcción histórica de la diferencia, tratando de seguir posibles caminos para vislumbrar una escuela más equitativa, igualitaria, llena de conocimientos y relaciones que permitan superar prejuicios y desigualdades de género en todas las etapas de la Educación Básica, con el objetivo de contribuir y subsidiar la formación docente brasileña, especialmente en Educación Física.
Educação Física na educação infantil: perspectivas docentes e diretrizes oficiais em Uberlândia
(Universidade Federal de Goiás, 2020-10-30) Andrade, Alessandra Oliveira de; Pinto, Rubia-Mar Nunes; http://lattes.cnpq.br/1247945292759754; Pinto, Rubia- Mar Nunes; Garcia, Lênin Tomazett; Amaral, Gislene Alves do
This research addresses the topic of physical education in Early Childhood Education by interrogating the participating teachers of the development of Pedagogical Guidelines and Orientations for the Practice of Physical Education Teachers in Early Childhood Education (hereinafter, only Guidelines) of the Municipal Secretary of Education of Uberlândia (hereinafter, only SME/Uberlândia), Minas Gerais. Its main objective is to identify and study the elements and factors in the process of preparing the Guidelines that impacted the teaching work of the participating teachers. The qualitative research proved to be pertinent to the intended and the data and information collection strategy was the questionnaire with open questions, which was answered by 08 (eight) physical education teachers who were part of the collective that prepared this document in the period 2014-2016. Content Analysis was the analysis technique that made it possible to organize and study the information and data collected. At the end of the research, it can be concluded that the interest in expanding and consolidating good pedagogical practices in Early Childhood Education, prior knowledge of the planning process and construction of official documents at SME/Uberlândia, the recognition of realities and difficulties experienced by other teachers from that collective as well as the democratic and egalitarian dynamics of the process emerged as the elements and factors that produced significant impacts on the teaching work of the research subjects.

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