Disertación/Tesis

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2024
Disertaciones
1
  • JOCICLEIDE DE SOUSA FREITAS
  • APPROACH TO STREET RACING AT SCHOOL: A TEACHING PROPOSAL FROM THE PERSPECTIVE OF DEVELOPMENTAL EDUCATION IN HIGH SCHOOL

  • Líder : TADEU JOAO RIBEIRO BAPTISTA
  • MIEMBROS DE LA BANCA :
  • TADEU JOAO RIBEIRO BAPTISTA
  • MACKSON LUIZ FERNANDES DA COSTA
  • ADNELSON ARAÚJO DOS SANTOS
  • Data: 23-ene-2024


  • Resumen Espectáculo
  • This research focuses on athletics, specifically street running as school content in the light of developmental teaching. Thus, the problem of this research consists of how to develop a pedagogical action approaching street running from the perspective of developmental teaching that is articulated with the school community? The general objective of the study is to develop a pedagogical action approaching street running from the perspective of developmental teaching that is articulated with the school community, and the specific objectives are to analyze the particularities of this pedagogical action with the high school students participating in the study; describe the didactic proposal carried out, present the procedures for building the school's running event, list the limits and possibilities for the development of pedagogical action in the light of developmental teaching and, from there, elaborate an educational product that proposes guidelines for the collective construction of a school street running event. The methodology of this study is characterized by a quantitative-qualitative, descriptive approach and the research method is classified as a didactic-formative experiment. Thirty-eight students enrolled in the elective subject of athletics, offered at a state school for 1st and 2nd year high school students aged between 15 and 18, took part in the study. The didactic experiment was carried out in 11 meetings of two lessons each. The data obtained demonstrate that the students understood and mentally operated with some of the scientific concepts that constitute street running and among the main categories of concepts learned, the concept of running, characteristics and typologies stands out first, followed by the biopsychosocial aspects involved in the modality, then theoretical knowledge about how to start running and, finally, how to organize a street running event. An educational product was created in the form of a booklet containing didactic-methodological guidelines for the collective construction of a street racing event with the school community as actors and authors. It was concluded that the didactic-pedagogical approach adopted provided evidence of formulating the theoretical thinking of students participating in the elective athletics discipline.

2
  • SAYONARA ARAUJO DE MACEDO
  • PHYSICAL EDUCATION AND PROJECT-BASED LEARNING METHODOLOGY: A PROPOSAL FOR TEACHING BODY PRACTICES OF ADVENTURE IN NATURE
  • Líder : MACKSON LUIZ FERNANDES DA COSTA
  • MIEMBROS DE LA BANCA :
  • MACKSON LUIZ FERNANDES DA COSTA
  • ANTONIO DE PADUA DOS SANTOS
  • PRISCILLA PINTO COSTA DA SILVA
  • ALISON PEREIRA BATISTA
  • JONAS LÍRIO GURGEL
  • Data: 29-feb-2024


  • Resumen Espectáculo
  • The pedagogical process has historically centered teaching on the figure of the
    teacher, the knowledge recognized as valid comes from the teacher and must be
    memorized by the student. Critical awareness of the limitations of this model has
    been emerging, causing scholars to discuss teaching methods that prioritize the
    student, transforming them into protagonists and not just receivers of knowledge.
    Among these methods appear Active Methodologies, making the student active and
    at the center of the teaching process. Project-Based Learning (PBL) is one of these
    methodologies that allows students to develop a project discussing a problem that is
    part of their reality, seeking to resolve it through knowledge through content with the
    guidance of the teacher. With this in mind, the question arises: How to use the Active
    Project-Based Learning Methodology in teaching school Physical Education content
    in a way that contributes to the teaching process? This work had the general
    objective: to develop a pedagogical proposal based on the Active Project-Based
    Learning Methodology in the Physical Education curricular component. And as 

    specific objectives: plan a pedagogical proposal based on the Active Project-Based
    Learning Methodology; apply the methodological pedagogical proposal of Project-
    Based Learning and evaluate the process of the pedagogical proposal. 23 students
    regularly enrolled in the 3rd year class of the Governador A dauto Bezerra Full-Time
    High School in the city of Crato-Ceará participated in the research . This study is a
    pedagogical intervention research with a qualitative approach and descriptive
    character, in which the field diary written during the application of a didactic
    sequence consisting of 22 classes was used as an instrument for data collection.
    These data were analyzed based on the stages of a teaching project by Bender
    (2014) and resulted in the following topics: knowing the content; introducing ABP;
    researching initial information; creating artifacts; researching, knowing a little more;
    developing the final presentation; presenting the artifacts and evaluating the project.
    The results demonstrated that the use of active methodologies allowed students to
    be involved in the Project as well as in classes, as they deviated from the routine that
    is, the traditional way that students were accustmed to. We concluded that with the
    application of PBL, studentes were encouraged to become more active in the
    teaching process, taking on the role of researcher, seeking to solve real problems in
    their community, specifically the Sítio Fundão State Park located in the school
    neighborhood, developing Few people have autonomy and creativity in the teaching
    and lerning process.

3
  • MIRIA FIGUEIREDO ETELVINO
  • TEACHING BADMINTON IN SCHOOL PHYSICAL EDUCATION: experimenting the critical-emancipatory conception in a municipal public school in Natal/RN

  • Líder : ANTONIO DE PADUA DOS SANTOS
  • MIEMBROS DE LA BANCA :
  • AGUINALDO CESAR SURDI
  • ALISON PEREIRA BATISTA
  • ANTONIO DE PADUA DOS SANTOS
  • PRISCILLA PINTO COSTA DA SILVA
  • Roseli Belmonte Machado
  • Data: 01-mar-2024


  • Resumen Espectáculo
  • The teaching of hegemonic traditional sports in Physical Education classes and the limited diversification of their content are important problems in the area. Traditional teaching centered on traditional team sports based on the principles of performance and competition has generated the exclusion of the weak at the expense of the more skilled. The reduced diversification of content is highlighted in the literature as a reason for evasion. In this sense, badminton presents itself as a possibility for diversification, being a non-traditional, inclusive and fun sport. Thus, we developed the teaching of badminton in a Critical-Emancipatory conception, experimenting with educational possibilities. Given this, the study question was: how to teach badminton in Physical Education classes in Elementary School Final Years from the perspective of the Critical-Emancipatory Conception? The general objective: to build, apply and evaluate a badminton teaching proposal in Physical Education classes in Elementary School Final Years based on the Critical-Emancipatory Conception. Specific objectives: describe the limit transcendences developed in a badminton teaching unit; discuss possibilities for developing creative educational competence; reflect the gender relations of students in badminton classes in School Physical Education and analyze students' perceptions and feelings in their experiences in badminton classes. This is qualitative action research of a descriptive-exploratory nature. The setting was the Escola Municipal Professor Zuza, Natal/RN, involving the 8th grade classes A, B and C. To achieve this, we built a badminton teaching unit with 15 60-minute classes held between May and August 2023. Classes were held in the classroom, video room and courtyard. The pedagogical planning consisted of: project socialization meeting, diagnostic assessment and class planning. The instruments were: questionnaires, student field diary, image recordings and participant observation. The research was approved by CEP/UFRN, under opinion number 5,918,088 on May 3, 2023. The answers to the diagnostic questionnaires revealed that the majority of students were unaware of badminton and few already knew how to play. Notes in the student's field diaries indicated that, despite the low return of notebooks, significant written reflections on the classes were obtained. In participant observation, tensions between bodies regarding gender relations were verified, which were minimized through problematizations and discussions. The answers to the experience questionnaires showed that badminton promoted the effective participation of everyone in co-educational classes. Furthermore, the experiences generated opportunities for students: fun, inclusion, social interaction, creativity, communication and co-education. Therefore, we consider that the didactic unit developed was significant in the training of students based on badminton teaching, resulting in a successful pedagogical practice, capable of developing new learning, skills and educational capabilities in students.

2023
Disertaciones
1
  • PAULINELLE DE ARAÚJO FIGUEIRÊDO
  • SPORTS WITH RACKETS: an intervention proposal in full-time public school.
  • Líder : MACKSON LUIZ FERNANDES DA COSTA
  • MIEMBROS DE LA BANCA :
  • ALISON PEREIRA BATISTA
  • MACKSON LUIZ FERNANDES DA COSTA
  • MARCIO ROMEU RIBAS DE OLIVEIRA
  • Data: 16-mar-2023


  • Resumen Espectáculo
  • Physical Education has sought its legitimacy and consolidation as a curricular component of the school, being essential to the search for its organization from a pedagogical intentionality, allowing the students to know and experience the practices that compose the culture of movement. Recognizing the importance of diversifying and providing opportunities for new contents and methodologies in Physical Education classes at school, this work aimed to diagnose the reality, apply and analyze a proposal for a pedagogical intervention that would allow the inclusion of sports with racquets in an elective discipline in the full-time school. 30 students from the 1st grade of the high school participated in the research, enrolled in the elective discipline of sports with racquets, and who accept, through the due terms, to participate in the aforementioned study that took place at the full-time high school Dom Antonio Campelo de Aragão. The construction of the work is based on a qualitative research proposal of the intervention type, that is, a participatory study characterized by the contribution of the researcher and research subjects for the construction of solutions to the identified problems. The collected data were treated and organized into three categories: probing reality, experiencing reality and evaluating reality. With the development and evaluation of this didactic unit, some contributions, discoveries and organization of a product destined for the construction and systematization of tools to facilitate the handling of the following sports with rackets are described in the dissertation: Field Tennis, Table Tennis, Beach Tennis, Badminton, Frescobol, Quimbol and Speedball. In this work, the limits and possibilities identified in the development with students through cooperative learning in the racquet sports elective are presented. The study was submitted to the Ethics Committee of the Federal University of Rio Grande do Norte - UFRN and registered in the Plataforma Brasil, obtaining a favorable opinion.

2
  • MARCIO KLEDIR REGIS CASTRO
  • TEACHING GYM AND SIGNIFICANT LEARNING
  • Líder : MACKSON LUIZ FERNANDES DA COSTA
  • MIEMBROS DE LA BANCA :
  • AGUINALDO CESAR SURDI
  • CLÁUDIA FOGANHOLI ALVES
  • MACKSON LUIZ FERNANDES DA COSTA
  • Data: 10-abr-2023


  • Resumen Espectáculo
  • In recent decades Physical Education teachers have sought to improve their pedagogical practice in dealing with the contents of the area. Appropriating in practice of theoretical and methodological assumption in the teaching and learning process of these contents will increasingly contribute to the appreciation and legitimation of Physical Education at school. David Ausubel's meaningful learning theory (1963) which seeks to promote teaching and learning process with senses and meanings for students, overcoming a mechanical learning of contents, has gained space in research, studies and practical application in education systems. This research aimed to analyze the teaching of gymnastics in a class of the 8th year of elementary school, based on the perspective of meaningful learning. The qualitative methodology, using processes of participatory methodologies, in the specific case of this work, the research-intervention. Thirty students from the 8th grade of elementary school in the final years of a municipal public school in the interior of Ceará participated in the study. The interventions took place in 07 meetings with two twinned classes. The classes are 50 minutes each. Therefore, the proposal was developed in 14 classes. The instruments for data collection involved: pre- and post-intervention questionnaires, professor's field journal and students' portfolios. The collected data were transcribed, reviewed, organized and classified based on the analysis of coding categories proposed by Bogdan and Binken (1994). The main results indicated that by favoring a teaching model in which the student is at the center of the process and the teacher plays the important role of mediator, it favored the learning of gymnastics content. It was observed that providing classroom spaces where students externalize their knowledge, perceptions and reflections and which can also dialogue with each other and with the teacher, contributed to this meaningful learning environment. It was identified that when treating the gymnastic content based on the principles of the theory in question, it enabled a better development of the content in the conceptual, procedural and attitudinal dimensions. It is concluded that a proposal for classes dealing with gymnastics content, based on the principles of meaningful learning, contributed significantly to reflections and possibilities in dealing with this content.

3
  • MARIA DO PERPÉTUO SOCORRO ROCHA DO NASCIMENTO
  • ADAPTED SPORTS WITHIN AN INCLUSIVE PERSPECTIVE: Developing a Didactic Unit in Teaching Physical Education in High School classes 
  • Líder : ANTONIO DE PADUA DOS SANTOS
  • MIEMBROS DE LA BANCA :
  • ANTONIO DE PADUA DOS SANTOS
  • AGUINALDO CESAR SURDI
  • PRISCILLA PINTO COSTA DA SILVA
  • MICHELE PEREIRA DE SOUZA DA FONSECA
  • Roseli Belmonte Machado
  • Data: 28-abr-2023


  • Resumen Espectáculo
  • This study focuses on the teaching of the Adapted Sport theme within an inclusive perspective, with this inclusion being seen more broadly. The general objective of this study was the collective construction, implementation and evaluation of a didactic unit with the use of adapted sport within an inclusive perspective in Physical Education classes in High School. The specific objectives were: 1- Diagnosing and Identifying the perception and experiences of students on the thematic unit adapted sport in Physical Education classes in elementary school; 2- Develop a didactic unit on adapted sport within an inclusive perspective as a pedagogical tool in Physical Education classes in High School; 3- Evaluate a didactic unit on adapted sport within an inclusive perspective in Physical Education classes in High School. A field study of the research-action type was carried out, using the descriptive qualitative method in a school of the State Education Network of Ceará, located in Fortaleza, with 64 male and female students from two classes of the 3rd Year A and B of High School. The instruments used were: a) participant observation of Physical Education classes, through the use of a field diary; b) 02 questionnaires, 01 about the understanding of the students regarding the Adapted Sport obtained in Elementary School; 01 to Evaluate a didactic unit on adapted sport within an inclusive perspective in Physical Education classes in High School. The research was approved with the opinion of the Brasil platform nº 5,678,415. The results were divided into: analysis of the diagnostic questionnaire; description of the pedagogical intervention; analysis of the evaluative questionnaire, final considerations, observing whether the objectives outlined by the investigation were achieved, and verifying the notes that led us to the construction of this didactic unit. The theme had its relevance when we were able to verify the gains acquired from the students through the implementation of the research project. The answers obtained in the diagnostic questionnaire confirmed that the vast majority of students did not have access to content in previous grades. The answers obtained in the evaluation questionnaire made us perceive an awakening by the admiration and recognition of the other for their differences. The students were able to relate the Adapted Sport theme with inclusion in an expanded way. This content was described by all as essential to be taught in high school and also in elementary school.

4
  • PATRÍCIO JÚNIOR DA SILVA XAVIER
  • SCHOOL FOOTBALL: an approach based on the critical-emancipatory conception, in high school physical education classes.

  • Líder : PRISCILLA PINTO COSTA DA SILVA
  • MIEMBROS DE LA BANCA :
  • PRISCILLA PINTO COSTA DA SILVA
  • AGUINALDO CESAR SURDI
  • RUBIANE GIOVANI FONSECA
  • BRUNO MEDEIROS ROLDAO DE ARAUJO
  • Data: 09-jun-2023


  • Resumen Espectáculo
  • The present work addressed football as its theme, with the general objective – to develop and evaluate a class proposal (didactic unit) with football content, from the critical-emancipatory conception, in Physical Education classes in high school. And it had the following specific objectives: 1-developing football content in a didactic unit, based on the critical-emancipatory conception, in high school Physical Education classes; 2- to evaluate the football content in a didactic unit, from the critical-emancipatory conception, in Physical Education classes in high school; 3- to point out the limits and possibilities of a didactic unit about soccer, from the critical-emancipatory conception, in Physical Education classes in high school. For that, a participant research was carried out, using the descriptive qualitative method as a methodological option. The students of the 1st year of high school, from Escola Estadual Maria do Rosário Bezerra, located in the municipality of Boa Saúde/RN - Brazil, took part in this research, in the morning period, this class being composed of 35 students regularly enrolled. The instruments for data collection were: the field and instructed diary. In this way, the data were presented based on the analysis and interpretation of the data, as well as discussed with the consulted theoretical reference, to dialogue with the foreign information, so that, in this way, it could identify the limits and possibilities of the proposal with the unit didactics, as well as ways for more studies to emerge and contribute to new works on the subject. With that, through the analysis of the results (evaluative questionnaires – diagnosis and final –, and pedagogical intervention), it was verified in the didactic unit about soccer, from the Critical-Emancipatory Conception, a significant evolution in student learning, whether from the quantitative point of view, whether from the qualitative point of view, giving these senses and meanings.

5
  • ISRAEL DE ARAÚJO DANTAS
  • EXPERIENCE OF COOPERATIVE GAMES: A STRATEGY FOR INCLUSION IN PHYSICAL EDUCATION CLASSES IN THE FINAL YEARS OF ELEMENTARY SCHOOL

  • Líder : ELIZABETH JATOBA BEZERRA TINOCO
  • MIEMBROS DE LA BANCA :
  • ELIZABETH JATOBA BEZERRA TINOCO
  • TADEU JOAO RIBEIRO BAPTISTA
  • LUIZ ARTHUR NUNES DA SILVA
  • Data: 12-jun-2023


  • Resumen Espectáculo
  • This work has as its theme the Experience of Cooperative Games applied to School Physical Education. Considering the low participation of students in Physical Education classes, especially when they reach the final years of Elementary School, in which exclusion becomes even more noticeable, either because the student does not follow a pattern of movement expected by sports techniques in Physical Education, or difficulty socializing with others in the class. Do you have as a study question how the experience of cooperative games can contribute to the inclusion of students in Physical Education classes, in the final years of Elementary School, regardless of their motor skills? To carry out this study, we developed as a general objective to experience the possibilities of applying Cooperative Games as a methodological strategy for inclusion in Physical Education teaching, in the final years of Elementary School and specifying the following specific objectives for the study: To identify the students' prior knowledge about the cooperative games and exclusion situations present in Physical Education classes; apply a teaching unit on cooperative and semi-cooperative games in two 7th grade classes, aiming to sensitize students to the principles of inclusion; build and apply a cooperative gymkhana between the two groups, collectively, in which the principles of inclusion are present, presenting the meanings of this personal experience of inclusion for each participant. As a theoretical framework, we developed the following items Education, School and School Physical Education, The inclusion process in school Physical Education and the cooperative approach to teaching and Cooperative Games. As methodological aspects, we opted for participant research, we chose two classes of Elementary School in the final years of the Municipal School Deputado Djalma Marinho with 41 students in total, we used the following data collection instruments: two questionnaires with open questions, one at the beginning and another at the end of the teaching unit, application of a didactic unit. Considerations, the vision of inclusion is seen as beauty, as a harmonious feeling, in addition to the friendship that inclusion makes possible.
    The concept of exclusion, in the students' view, implies staying out of the game, either because they were excluded by part of the group or by the teacher's own dynamics, which sometimes leads to students' dissatisfaction. Some characteristics of Cooperative Games were presented as the joy of playing without worrying about the result, reinforcing the idea that these games seek to overcome challenges, and the satisfaction of being able to participate. The feeling of welcome, of joy replacing sadness, the feeling that no one is better than anyone, the understanding of the importance of working in a group, and that everyone learns in their own time.

6
  • TIAGO MAIA COSTA
  • The development of theoretical thinking of adolescents in teaching gymnastics for all (GPT)

  • Líder : TADEU JOAO RIBEIRO BAPTISTA
  • MIEMBROS DE LA BANCA :
  • AGUINALDO CESAR SURDI
  • MARCOS JERÔNIMO DIAS JUNIOR
  • TADEU JOAO RIBEIRO BAPTISTA
  • Data: 28-jul-2023


  • Resumen Espectáculo
  • Gymnastics for All (GPT) mediated through developmental teaching can contribute to the development of theoretical thinking in high school adolescents. This work has the following question: How to teach a didactic unit of GPT to a high school class in the light of the fundamentals of Developmental Didactics? The general objective: to analyze the organization of a didactic unit of GPT highlighted for Developmental Teaching for students of a high school class. The specific objectives: to investigate the development of a didactic-formative experiment lit by the theory of Developmental Teaching in the content of GPT; explain the development of the unit plan and lesson plans; categorize the main moments of the classes through field diary notes; demonstrate whether students have assimilated the scientific concept of GPT content; understand what are the students' perceptions in relation to the didactic-formative experiment. A didactic-formative experiment was developed from theory developmental teaching in GPT content in a 1st year high school class with 37 participants of both sexes in the city of Juazeiro do Norte-CE. Eight classes were given, distributed in four two-hour meetings. The results establish that the teaching and lesson plans are based on developmental teaching, the analysis of the field diary showed a growing understanding with signs of understanding in the moments of reflection, analysis and concepts internalization, the notions expressed by the students demonstrate that there are signs of formulations of theoretical thought and perceptions about the experiment were positive, relating to the personal intimate communication of adolescents. There is a need for further research on this topic over time and with other contents, in addition to researching new understandings about the core aspects of the manifestations of body culture.

7
  • EMANOEL RICHARDSON AMORIM SOUSA
  • HIGH SCHOOL ATHLETIC EDUCATION BASED ON DEVELOPMENTAL EDUCATION

  • Líder : TADEU JOAO RIBEIRO BAPTISTA
  • MIEMBROS DE LA BANCA :
  • MADE JUNIOR MIRANDA
  • MARCIO ROMEU RIBAS DE OLIVEIRA
  • TADEU JOAO RIBEIRO BAPTISTA
  • Data: 18-ago-2023


  • Resumen Espectáculo
  • Developmental teaching has emerged as a methodological theoretical possibility that contributes to the development of theoretical thinking in different curricular components and teaching levels. The problem of this research consists in knowing how developmental teaching contributes to the development of theoretical thinking in high school students based on athletics as a content of body culture. The study aims to analyze the results of a didactic experiment with students in a teaching unit of Physical Education in high school based on the theory of developmental teaching, with athletics as content and from there to elaborate an educational product that represents the context of specific teaching and its possibilities of generalization from the teaching actions based on this theory in a teaching unit of physical education, with the content Athletics. It is a didactic-formative experiment, with a qualitative approach, of the descriptive type that acts at the same time as a method of investigation and experimental teaching. The study was developed with a sample of 30 participants, students from a high school class who attend Physical Education classes at the Federal Institute of Education Science and Technology of Piauí – IFPI, at Campus Valença do Piauí, aged between 14 and 17 years. The students participated in a didactic experiment with athletics as its content, using the precepts of the study activity theory, based on problem solving, to fulfill the study tasks, through determined actions, advocated by Davydov (1988) during the 8 classes. Data were also collected through the application of a diagnostic questionnaire, notes made in a field diary and transcription of semi-structured interviews. The results show evidence of theoretical thinking in the formation of athletics concepts and advances towards the practice of conscious body movements, suggesting Davydov's developmental teaching as a methodological theoretical possibility in Physical Education in high school and it is proposed that more experiments be carried out on the theme. After the application of the experiment, an educational product was made in the form of a blog that will be used for dissemination and discussions on the theory of developmental teaching in Physical Education.

8
  • JOSÉ CLÁUDIO DE SOUSA WANDERLEY MONTEIRO
  • TENNIS IN SCHOOL PHYSICAL EDUCATION: A DIDACTIC POSSIBILITY

  • Líder : AGUINALDO CESAR SURDI
  • MIEMBROS DE LA BANCA :
  • AGUINALDO CESAR SURDI
  • ALISON PEREIRA BATISTA
  • LORETA MELO BEZERRA CAVALCANTI
  • RUBIANE GIOVANI FONSECA
  • TADEU JOAO RIBEIRO BAPTISTA
  • Data: 23-ago-2023


  • Resumen Espectáculo
  • The presence of sport in Physical Education at school boils down to the four modalities to the detriment of the others, limiting students' access to sports content, such as racquet sports. Thus, we visualize in Tennis, the experience of a new sporting experience. The objective of this research was to create possibilities for teaching tennis, adapting space, rules, recycling and/or reusing materials, using modern teaching methods that contribute to learning the skills and internal logic of this sport, enabling the protagonism and autonomy of the student, since this content is part of our curricular component, but its teaching and learning remains “forgotten” in the school environment, under some well-known allegations such as, from the lack of adequate materials and spaces, and the non-experience of its professionals with this, in addition to the predominance of traditional modalities as absolute contents of school sports. The present study has a descriptive character, an experience report type. This took place during the Physical Education classes that took place at the Municipal Elementary School Anaíza Luiz Calixto, located in the municipality of Patos (PB) - interior of the Paraíba hinterland. The content selected for the present study was tennis due to the need to enable the teaching-learning of this non-traditional modality in school sports through a didactic/pedagogical vision and contemporary teaching methods. At the end of the research development, we concluded that: 1- It is possible to teach this content even in school contexts lacking space and materials; 2- Even though it is a non-traditional sport in Physical Education at school, it proved to be a content that was highly accepted by the students; 3- Due to its characteristics of being an active sport, individual or in pairs, it allowed the protagonism and autonomy of the student in its practice. Finally, we realized that tennis is a content that can be taught even in the face of obstacles present in the school environment and that it has motivating characteristics in its teaching-learning, in its experience.

9
  • JOSÉ FÁBIO DE ALBUQUERQUE LIMA
  • TEACHING PROPOSAL FOR THE PRACTICE OF FOOTBALL IN THE CONTEXT OF THE CRITICAL-EMANCIPATORY APPROACH
  • Líder : RUBIANE GIOVANI FONSECA
  • MIEMBROS DE LA BANCA :
  • AGUINALDO CESAR SURDI
  • ALISON PEREIRA BATISTA
  • ANTONIO DE PADUA DOS SANTOS
  • MARIA IONE SILVA
  • RUBIANE GIOVANI FONSECA
  • Data: 25-ago-2023


  • Resumen Espectáculo
  •  

    School Physical Education has suffered over the years several influences from sports practices and performance. Soccer is one of the most prestigious sports in Physical Education classes, but without many reflections and questions, and often without a clear methodological perspective, devoid of meanings for elementary school students. Therefore, the theme of the study is “The teaching of football in the context of the critical-emancipatory approach”. A critical-emancipatory approach aims at the formation of a critical and emancipated subject, who had autonomy and awareness to understand the phenomena and contexts that permeate society and, for that, they intend to create an educational environment, where the student has the freedom to create, criticize and opine. In this way, the research seeks to reflect beyond the technical aspects, what football can provide for the development of the individual, providing it through this sport, to develop autonomy skills, creativity, social interaction, objective skills and others. The present study aims to develop a teaching proposal for football based on the critical-emancipatory approach, in an 8th grade elementary school class, analyzing the teacher's challenges for the application of a critical-emancipatory teaching proposal, as well as, together with the students of the aforementioned class, experiencing sports at school, especially football throughout the school trajectory. In addition, reflect and discuss this proposal, and the teaching-learning process. Thus, this study will be qualitative, descriptive and exploratory in nature because it refers to the understanding of processes that occur in a given institution or community. Therefore, it is a qualitative case study, with participatory research, where there is interaction between the researcher and the subjects involved in the actions. Our research universe will be the State school Professor Manuel João, located in the municipality of Grossos-RN, circumscribed in the 12th DIREC, linked to the secretary of education of the state of Rio Grande do Norte, where the students regularly enrolled in the 8th will be part of the study. elementary school year. Data collection will be carried out through the students' class diary, observing the activities developed during classes in the class and records in the researcher's diary, with records and notes. For the analysis of the data of the present study, we will use the thematic modality of content analysis, where the information will be raised in a qualitative way, through the observation of the study participants.

10
  • BRUNA PATRÍCIA RAMOS DE SOUZA
  • FOOTBALL CALLEJERO AT SCHOOL: A NEW PERSPECTIVE FOR THE INCLUSION OF GIRLS
  • Líder : RUBIANE GIOVANI FONSECA
  • MIEMBROS DE LA BANCA :
  • DIJNANE FERNANDA VEDOVATTO
  • MARCIO ROMEU RIBAS DE OLIVEIRA
  • MARIA IONE SILVA
  • PRISCILLA PINTO COSTA DA SILVA
  • RUBIANE GIOVANI FONSECA
  • Data: 28-ago-2023


  • Resumen Espectáculo
  • Girls suffer from a series of prejudices that are socially ingrained, which penetrate the walls of the school environment and distance from practice. The extreme competitiveness with which sport is worked at school, perpetuating selectivity and the idea that the best should stand out and have more participation, as well as divisions by gender end up undermining those who by chance feel incapable or with skills restricted to the practice of physical activities. When analyzing gender issues and female protagonism in the practice of soccer at school and by developing a teaching unit through fútbol Callejero, it is intended to balance the participation of both genders in Physical Education classes, as well as exercising autonomy and emancipation. Understanding that the classroom can be the object of research, with active individuals and protagonists of the study, participant research is the ideal instrument to evaluate practice and modify a particular reality. The research will be accomplished at the Miguel Mollick Italiano Municipal School, located in the district of Piau, rural area of the municipality of Tibau do Sul, Rio Grande do Norte. The research sample will be performed with male and female students enrolled in the 9th year of elementary school II, with an estimated total of approximately 35 students. Based on the content analysis, the discussion of the data collected in the interviews will be carried out based on Minayo (1992), through thematic analysis. For data collection will be used field diaries and recording of classes. For data analysis, besides content analysis of field diaries, observations will also be made through filming and recording.

11
  • ANTONIA GRASIELLI SANTIAGO RODRIGUES
  • Dance based on Rhythm in the Early Years: A didactic proposal for students from a public school in the city of Pacatuba/CE
  • Líder : MARCIO ROMEU RIBAS DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • EMERSON LUIS VELOZO
  • MARCIO ROMEU RIBAS DE OLIVEIRA
  • RUBIANE GIOVANI FONSECA
  • Data: 30-ago-2023


  • Resumen Espectáculo
  • Dance-related activities, despite being well accepted in schools from kindergarten to high school, are little explored in School Physical Education. In view of this, the objective of this research was to develop a didactic proposal centered on the Thematic Unit - Dances, which can support Physical Education teachers to plan on the subject, with a 3rd year class of the Early Years of Elementary School in the municipality of Pacatuba/CE . The participants of the experiment were children from a 3rd year class (morning) at the Walney do Carmo Lopes School of Early Childhood Education and Elementary Education in the academic year of 2023. The work was qualitative in nature, based on a descriptive experience report, interpreting data observed in the process of teaching-learning of a pedagogical sequence. The instruments for data collection in the field research were a pedagogical plan of action structured with eight moments, a field diary of the teacher-researcher and a portfolio of activities carried out by the students during classes. The objectives of this study were achieved, as a didactic sequence was developed and experimented with children from a 3rd year class in the early years of elementary school. They were able to present all the requested activities even without prior knowledge of the subject, based on the idea that they themselves built about dance based on rhythm. What can subsidize and reference future planning of EFE teachers. The sequence was described with details of what the children absorbed from their understanding of the subject. The potential of this research can highlight that it starts from something that is intrinsic to all human beings, rhythm. Builds knowledge from what students know. The limits of this research are mainly due to time, the workload of the curricular component is short. For the perception of dance in/from the school beyond the choreography montages for the event. Student experience unrestricted by gender or religion that they have a right to know widely implemented. That the federal, state and municipal education systems can contribute to the continuing education of PE teachers on the subject of dance at school. The discussions stood out due to the fact that gender issues did not affect the execution of activities. Religious issues limit a student's participation. Nursery rhymes seem to be reduced in children's general repertoire. Dance attracts the attention of students with intellectual disabilities. Common sense was shown in the children's drawings that were repeated to symbolize each musical style. We conclude this research stating that any thematic unit and its objects of knowledge are possible to be developed through planning and research.

12
  • ANA STELA PEREIRA DOS SANTOS
  • Body awareness gymnastics: an experience for Elementary School
  • Líder : MARCIO ROMEU RIBAS DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • MARCIO ROMEU RIBAS DE OLIVEIRA
  • RUBIANE GIOVANI FONSECA
  • ALISON PEREIRA BATISTA
  • Data: 31-ago-2023


  • Resumen Espectáculo
  • Activities related to Body Awareness Gymnastics are little discussed and explored in Physical Education classes in Elementary School, although they can favor self-knowledge and provide critical reflections on the current economic-social model. Therefore, the objective of this research is to present and analyze a pedagogical experience centered on Body Awareness Gymnastics based on what is presented in the Reference Curricular Document of Ceará for ninth grade classes, pointing out and reflecting on the weaknesses and potentialities observed in the process. The research, of an applied nature with a qualitative approach, is based on a set of eleven descriptive-exploratory experience reports with two ninth grade classes in a public school in Fortaleza, Ceará. Of the 71 students enrolled in both classes, 32 agreed to have their perceptions, understandings, productions and suggestions shared in this research. A field diary of the teacher-researcher, photographic records, weekly improvement forms plus a set of questionnaires answered by the students were used as data collection instruments. These were analyzed according to Minayo's proposal for thematic categorization with pre-analysis, material exploration, treatment of results, inference and interpretation of information. Among several weaknesses observed in the experience, the following stand out: the lack of a quiet, private place with a mild temperature, materials specific to some gymnastics, a textbook for the student to support discussions in the classroom and in homework activities; the tension overload of the teacher in the absence of managers for a regular school dynamic; lack of continuing education on the subject offered by the school; insufficient time for pedagogical planning; the insecurity of the teacher-researcher in face of the little experience with some of the gymnastics; noise from students' agitation, disinterest, bullying, difficulty concentrating, nervousness, extreme concerns about peer judgment and family issues. The students' menstrual period proved to be a relevant obstacle, whether due to pain or fear of generating a disconcerting situation. And, finally, the existence of a noisy and unwelcoming family and/or community environment along with some proposed activities at home. Some potentialities found were: the interest shown when carrying out different activities little or never carried out before relating to everyday matters; proposing different ways of assessing knowledge; the development of the perception of bodily evolutions and understandings about how to relate better with each other; the use of audiovisual and textual resources available free of charge on the internet; the teacher-student relationship that facilitated the sharing of ways of thinking, preferences, difficulties, experiences and knowledge; and the welcoming family together with body practices outside the school, which made them stimulate self-knowledge and provide affective moments. At the end of this work, I understand how important the engagement and deepening of other teachers in the discussion of the theme, so that better school experiences can be developed.

13
  • ALLAN DE MEDEIROS PINHEIRO
  • INCLUSIVE PHYSICAL EDUCATION: AN EXPERIENCE REPORT

  • Líder : AGUINALDO CESAR SURDI
  • MIEMBROS DE LA BANCA :
  • AGUINALDO CESAR SURDI
  • ALISON PEREIRA BATISTA
  • LORETA MELO BEZERRA CAVALCANTI
  • RUBIANE GIOVANI FONSECA
  • TADEU JOAO RIBEIRO BAPTISTA
  • Data: 28-sep-2023


  • Resumen Espectáculo
  • In the last school census carried out in 2022, the agency responsible for the research reported the completion of 1.5 million enrollments in special education, which in relation to the last census is equivalent to an increase of 29.3%.despite this continued growth, research in the field of Inclusive School Physical Education is still scarce.Given the potential that Physical Education has to contribute to building an inclusive culture on the school floor, the present study established as a general objective to report the experiences on disability in School Physical Education (EFE) and in sport and as specific objectives: describe the experiences with the disability and the differences in personal life and in the EFE, b) share personal and inclusive experiences in sports events and c) present the perception of family members and students about the pedagogical work of this student researcher on the school floor, in TeachingElementaryin the city of Natal/RN.A descriptive experience report type research was carried out, in the time lapse between 209 and 2023, at the Municipal Elementary School Professor Berilo Wanderley, at CAIC Esportivo de Lagoa Nova (School Sports Center Geração 2000) and at the Escola Estadual de EnsinoFundamental Teacher Maria Ilka de Moura, west sector of the potiguar capital, with the public of special education, 35 students, where 20 were male and 15 female.The instruments used for data collection were the Field Diary, photographic/video records and the Research Questionnaire.Approved with the opinion of the Brasil platform nº 5.795.492, the study had the results distributed in two blocks: perception of the students and perception of the family members regarding the pedagogical work of the researcher teacher and the inclusive context, both analyzing the significant contributions and their possibilities ofadvancement.With regard to the final considerations, the importance of the school, the EFE, the other subjects of the school community and effective public policies was verified, so that together an inclusive culture is built or strengthened on the ground of the schools and contributes to a meaningful teaching andof greater social relevance, since inclusion is a mission for the whole of society

14
  • JOHNYSON WEYNE DA SILVA COSTA
  • BODY ADVENTURE PRACTICES: implementation of a thematic unit in an elementary school

  • Líder : PRISCILLA PINTO COSTA DA SILVA
  • MIEMBROS DE LA BANCA :
  • AGUINALDO CESAR SURDI
  • ANA RAQUEL MENDES DOS SANTOS
  • BRUNO MEDEIROS ROLDAO DE ARAUJO
  • PRISCILLA PINTO COSTA DA SILVA
  • Data: 30-oct-2023


  • Resumen Espectáculo
  • The theme of adventure is always present in different spaces in society. Lately, it is at
    school and under the name of Adventure Body Practices that the National Common
    Curricular Base (BNCC) guarantees the presence of this body practice as a
    mandatory curricular component in Physical Education classes in Elementary School
    II. Therefore, the general objective of this study was to implement a PCA thematic
    unit in PE classes in the final years of elementary school. The research is qualitative
    in nature, of the action research type, with an audience made up of students from a
    Full-Time Municipal School, located in the city of Fortaleza/CE. The proposed
    pedagogical intervention took place in a class in the 8th year of Elementary School II,
    made up of 35 regularly enrolled students, who agreed to participate by signing the
    image authorization terms, the Free and Informed Assent Term – TALE, on the part of
    the students, and the Free and Informed Consent Form – TCLE, on the part of those
    responsible. The didactic unit involving the PCAs was developed during Physical
    Education classes in the third two months of 2023. As research instruments, a
    questionnaire, field diary and recording of photos and videos were used in the
    description and analysis of the intervention. Through the development of the study, it
    was possible to verify the students' adherence to the school's physical education
    classes, as well as identify the possibilities of inserting PCAs throughout the process
    of implementing and evaluating the teaching unit.

15
  • VIVIANE CRISTINA NASCIMENTO DA SILVA BREUSTEDT
  • RESIGNIFYING RHYTHMIC GYMNASTICS: TEACHING POSSIBILITIES IN PHYSICAL EDUCATION CLASSES IN THE EARLY YEARS
  • Líder : ELIZABETH JATOBA BEZERRA TINOCO
  • MIEMBROS DE LA BANCA :
  • ELIZABETH JATOBA BEZERRA TINOCO
  • PRISCILLA PINTO COSTA DA SILVA
  • HOSANA CLÁUDIA MATIAS DA COSTA PEREIRA
  • LORETA MELO BEZERRA CAVALCANTI
  • Data: 31-oct-2023


  • Resumen Espectáculo
  • This work is a social research, with a qualitative approach, of the participant type, which sought to understand how we can insert Rhythmic Gymnastics in School Physical Education in the early years of Elementary School. For this, it was proposed the development of a didactic unit for the teaching of the base of Rhythmic Gymnastics, in Physical Education classes, for the classes from 1st to 3rd of Elementary School Initial Years, bringing the modality closer to the age groups of the students. The universe of participants in this research was defined with 80 students from the 1st to the 3rd year of Elementary School, from the Professora Maria Luiza Alves Costa State School, and totaled 27 students after validation of the defined participation criteria. The study instruments chosen were: the summary form, to (a) identify, in the universe of Gymnastics, the basic body elements that underlie the experience of GR in School Physical Education; the class diary, in order to (b) structure and experience gymnastic movements in School Physical Education classes, associating toys characteristic of children's culture; and the illustrated questionnaire to (c) assess the level of satisfaction of the students after the experiences of Rhythmic Gymnastics. The research was divided into 3 phases. In the exploratory phase, we seek to establish relationships about the aspect of Rhythmic Gymnastics and, in the literature review, we address information about Brazilian Physical Education, its history, evolution and legitimation, to better understand its current organization, its particularities, and also the facts that contributed, directly and indirectly, to the formation of Rhythmic Gymnastics, from its historical construction to its arrival at school.  as a bodily manifestation that is part of the Culture of Movement, rich in pedagogical possibilities and capable of producing knowledge to students, but little developed in School Physical Education classes. From these data, we started the second phase by making the form proposed in the first objective (a), which allowed us to structure the experiences (b), and were lived and recorded them in the class diary, generating data for content analysis in the third phase. In this study, the thematic approach was used, using the semantic criterion, and its development allowed the elaboration of a Thematic Map of Analysis, which was decisive for the consolidation of the results found. As a result, this research organized the "Body Knowledge of Rhythmic Gymnastics", which allowed to propose the contents, body movements and technical elements of the devices for the 3 Initial Years of Elementary School. And, as appropriate, it also reached a high level of satisfaction among the participants.

16
  • JAMES FERNANDES DE MEDEIROS
  • TEACHING BADMINTON IN SCHOOL PHYSICAL EDUCATION: experimenting the critical-emancipatory conception in a municipal public school in Natal/RN
  • Líder : ANTONIO DE PADUA DOS SANTOS
  • MIEMBROS DE LA BANCA :
  • ANTONIO DE PADUA DOS SANTOS
  • AGUINALDO CESAR SURDI
  • PRISCILLA PINTO COSTA DA SILVA
  • ALISON PEREIRA BATISTA
  • Roseli Belmonte Machado
  • Data: 15-dic-2023


  • Resumen Espectáculo
  • The teaching of hegemonic traditional sports in Physical Education classes and the limited diversification of their content are important problems in the area. Traditional teaching centered on traditional team sports based on the principles of performance and competition has generated the exclusion of the weak at the expense of the more skilled. The reduced diversification of content is highlighted in the literature as a reason for evasion. In this sense, badminton presents itself as a possibility for diversification, being a non-traditional, inclusive and fun sport. Thus, we developed the teaching of badminton in a Critical-Emancipatory conception, experimenting with educational possibilities. Given this, the study question was: how to teach badminton in Physical Education classes in Elementary School Final Years from the perspective of the Critical-Emancipatory Conception? The general objective: to build, apply and evaluate a badminton teaching proposal in Physical Education classes in Elementary School Final Years based on the Critical-Emancipatory Conception. Specific objectives: describe the limit transcendences developed in a badminton teaching unit; discuss possibilities for developing creative educational competence; reflect the gender relations of students in badminton classes in School Physical Education and analyze students' perceptions and feelings in their experiences in badminton classes. This is qualitative action research of a descriptive-exploratory nature. The setting was the Escola Municipal Professor Zuza, Natal/RN, involving the 8th grade classes A, B and C. To achieve this, we built a badminton teaching unit with 15 60-minute classes held between May and August 2023. Classes were held in the classroom, video room and courtyard. The pedagogical planning consisted of: project socialization meeting, diagnostic assessment and class planning. The instruments were: questionnaires, student field diary, image recordings and participant observation. The research was approved by CEP/UFRN, under opinion number 5,918,088 on May 3, 2023. The answers to the diagnostic questionnaires revealed that the majority of students were unaware of badminton and few already knew how to play. Notes in the student's field diaries indicated that, despite the low return of notebooks, significant written reflections on the classes were obtained. In participant observation, tensions between bodies regarding gender relations were verified, which were minimized through problematizations and discussions. The answers to the experience questionnaires showed that badminton promoted the effective participation of everyone in co-educational classes. Furthermore, the experiences generated opportunities for students: fun, inclusion, social interaction, creativity, communication and co-education. Therefore, we consider that the didactic unit developed was significant in the training of students based on badminton teaching, resulting in a successful pedagogical practice, capable of developing new learning, skills and educational capabilities in students.

2022
Disertaciones
1
  • JULIENNE DE LUCENA SOUTO MARINHO
  • GYMNASTIC AT SCHOOL: PEDAGOGICAL POSSIBILITIES IN THE FINAL YEARS OF ELEMENTARY SCHOOL

  • Líder : ANTONIO DE PADUA DOS SANTOS
  • MIEMBROS DE LA BANCA :
  • ANTONIO DE PADUA DOS SANTOS
  • AGUINALDO CESAR SURDI
  • PRISCILLA PINTO COSTA DA SILVA
  • ALISON PEREIRA BATISTA
  • Roseli Belmonte Machado
  • Data: 23-dic-2022


  • Resumen Espectáculo
  • The Physical Education teachers who passed in our student life brought the reflexes of their formations, some managed to break with the sportsmanship and others not, it is perceived with this a lack in the application and experience of the gymnastics content in the Physical Education classes, due to possibly of few editions and literary publications, lack of stimuli in the experience of teachers or little importance given to the content. Our general objective was to propose pedagogical possibilities about teaching gymnastics in the final years of elementary school. Our specific objectives were: to build with the students a work proposal for the gymnastics thematic unit; to describe a work experience with gymnastics in Physical Education classes in the Final Years of Elementary School; verify and evaluate the perception of gymnastics at the end of the sequence of classes. The research is classified as qualitative in nature, characterized as action research. The research was carried out during Physical Education classes with students of the 7th year of E. E. E. F. Antenor Navarro, in the city of Guarabira/PB. The instruments used for data collection were the application of a questionnaire, the pedagogical sequence, the descriptive participant observation and the imagery, photographic resources and field diary. The research was submitted and approved by the Research Ethics Committee of the Federal University of Rio Grande do Norte and registered on the Plataforma Brasil, with opinion number 5,257,813, on February 22, 2022. It is in accordance with the Resolution of research with human beings CNS 466/12, considering respect for human dignity and the special protection due to participants in scientific research involving human beings. The results were described and analyzed, based on the students' experiences, records and observations of the teacher-researcher, in addition to field diary notes. The intervention reached its objective in proposing pedagogical possibilities in the teaching of gymnastics, through theoretical and practical classes, with the involvement of the students. Breaking with the sporting cultural pattern, the culture of the “ball” in Physical Education classes, is something challenging, as it requires a lot of patience, but it is not something impossible to be broken, it is enough that we open up new possibilities of bodily experiences that escape the element “ ball”, established historically as something indispensable in carrying out a class. This study corroborates the teaching practice of several teachers, strengthening that it is possible to teach gymnastics at school.

2020
Disertaciones
1
  • CYBELE CÂMARA DA SILVA
  • CORPORATE ADVENTURE PRACTICES IN THE EARLY YEARS: ORGANIZATION AND CURRICULUM SYSTEMATIZATION IN PHYSICAL EDUCATION CLASSES

  • Líder : ALLYSON CARVALHO DE ARAUJO
  • MIEMBROS DE LA BANCA :
  • ALLYSON CARVALHO DE ARAUJO
  • AGUINALDO CESAR SURDI
  • MARCIO ROMEU RIBAS DE OLIVEIRA
  • GIULIANO GOMES DE ASSIS PIMENTEL
  • MARTA GENÚ SOARES
  • Data: 02-mar-2020


  • Resumen Espectáculo
  •  

    Currently we have the Corporal Adventure Practices (PCA) as one of the thematic in the National Common Curricular Base (BNCC, 2018). In view of this panorama, new arrangements for the distribution of thematic units throughout elementary school were proposed for the curriculum of the municipal school system in Natal (RN), including the PCA also for the 4th and 5th grade classes of the initial years. Starting from this scenario, we present as objective of our research, to identify and to analyze which are the limits and the potentialities of the corporal Practices of Adventure in the initial years of the elementary school from the development of a systematized and contextualized pedagogical proposal for the classes of the 4th and 5th years . The research had a qualitative approach of the type research-action, with a population formed by the students of the João Paulo II Municipal School (Natal / RN) and for the sample we have two classes, one of 4th year with 32 students and another of 5th year , with 32 students each, from the morning shift. Data collection took place during Physical Education classes in the third and fourth months of 2019. As research instruments, we used the field diary to monitor the classes, as well as photo and video records used in the description and analysis of the intervention, in addition to of the didactic productions built for and during classes, 10 class meetings were held. In view of what was lived, experienced and reflected in our pedagogical narrative, we recognize the proposal of the PCA present in the municipal references of Natal, as fully possible for execution of classes of 4th and 5th year of elementary school. However, through the analysis and recognition of their area of expertise, we believe that teachers are able to expand the horizons of the PCA, beyond those suggested in the document, not limiting the options that are present there, accessing the knowledge that students bring with them and allowing for a change in looking at their classroom space. We identified the presence of some limitations, such as: the need for support in some moments of classes for risk management, as well as the obstacle, given the lack of some specific equipment, situations that can be managed and overcome with creativity by the teachers, taking into account considering the possibilities that the PCA bring to diversify the body practices of the students' culture of movement, presenting a new world of learning, which has in its energy, the power to captivate, transform and involve everyone in the school.

2
  • JORGE ALEXANDRE MAIA DE OLIVEIRA
  • Development of the Thematic Unit Game in Two Different School Realities
  • Líder : AGUINALDO CESAR SURDI
  • MIEMBROS DE LA BANCA :
  • AGUINALDO CESAR SURDI
  • ANTONIO DE PADUA DOS SANTOS
  • ELENOR KUNZ
  • Data: 05-mar-2020


  • Resumen Espectáculo
  • The sport, the game, the gymnastics, the dance, the fight, among others, are corporal manifestations present in the society, and that the Physical Education appropriates as content in its pedagogical practice in the school. In this sense, we bring the game as content and pedagogical strategy, but our main focus is to discuss the different nuances (spaces, materials, participatory planning, student protagonism, development of the thematic unit, among others) of two different school units, which, By themselves, they demand a number of different factors that are of great relevance to be discussed, namely: geographical, social, economic, municipalities, internal organizations, cultures, as well as factors to be known from this research. These factors are present in the lives of many teachers who divide their teaching career in more than one school.

3
  • BRYAN KENNETH MARQUES PEREIRA
  • EDUCATION IN THE DIGITAL AGE:
    Experience report on pedagogical connectivity in Physical Education classes
  • Líder : AGUINALDO CESAR SURDI
  • MIEMBROS DE LA BANCA :
  • AGUINALDO CESAR SURDI
  • MARCIO ROMEU RIBAS DE OLIVEIRA
  • ELENOR KUNZ
  • Data: 06-mar-2020


  • Resumen Espectáculo
  • In view of the distancing of Physical Education (PE) from issues related to the use and discussion of the pedagogical treatment of Digital Technologies of Communication and Information (TDICs), the present study listed as a general objective the development, implementation and evaluation of a proposal for classes EF (thematic unit) using active learning methodologies and TDICs for teaching Precision Sports (EPs) in Elementary Education in the municipality of São Mamede-PB. A descriptive experience report study was carried out in the second semester of 2019, at a Municipal School of Elementary and High School Professor Fildani Souto Gouveia, located in the municipality of São Mamede - interior of the Paraiba hinterland, with two 7th grade classes, made up of 67 students, 35 were male and 32 were female. The instruments for data collection were: Field Diary, Portfolio (physical and digital) and Research Questionnaire. Approved with the opinion of the platform Brazil No. 3,574,541, the research had the results subdivided into: youth protagonism at school and the use of active learning methodologies in Physical Education classes and pedagogical connectivity - building new networks in Physical Education classes -, both discussing their possibilities and limits in implementing the proposal. As final considerations, it is hoped that this study will help to reflect on the use of TDICs in PE classes as a structuring axis for active learning.

4
  • JOANILSON KÉLIS DO NASCIMENTO
  • PHYSICAL EDUCATION IN FUNDAMENTAL EDUCATION: the distance from classes in the students' perception
  • Líder : MARCIO ROMEU RIBAS DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • MARCIO ROMEU RIBAS DE OLIVEIRA
  • ANTONIO DE PADUA DOS SANTOS
  • MACKSON LUIZ FERNANDES DA COSTA
  • Data: 25-may-2020


  • Resumen Espectáculo
  • The participation of students in body practices experienced in Physical Education classes is significantly reduced 
    throughout Basic Education, especially in the final years of elementary school and in high school. 
    This withdrawal becomes more evident as they progress in their studies and there are several factors responsible 
    for the students' refusal to participate in the corporal practices provided for the classes. The aim of this study 
    was to identify the impact of participatory planning as a tool to encourage students in the corporal practices 
    experienced for physical education classes. The study was carried out using qualitative methodology, 
    through exploratory research and action research, in a school in the State Education Network of Rio Grande do Norte, 
    with a population of 25 students regularly enrolled in Elementary School, in the 9th year A, morning shift at 
    Dr. Sílvio Bezerra de Melo State School, in Currais Novos. The instruments used to collect the experiences were: 
    questionnaire, interview, field diary and observation, and the reported experiences were analyzed through descriptive 
    analysis. The research, registered at Plataforma Brasil under number 15865919.0.0000.5537, was approved by 
    the Ethics Committee with approval number 3,474,756 dated July 29, 2019. The results indicate that participatory 
    planning is a very efficient tool to overcome the departure from body practices experienced in Physical Education 
    classes, especially in the division of responsibility between teacher and students for the success of classes, in the 
    motivation and interest of students for participation in the classes and in the motivation of the teacher with the 
    classes due to the change in student behavior.
5
  • BRUNO HONÓRIO CAVALCANTI
  • Failure to Adhere to Physical Education Classes in a Rio Grande do Norte Public School: 
    What are the reasons that influence this situation?
  • Líder : MARIA APARECIDA DIAS
  • MIEMBROS DE LA BANCA :
  • ANTONIO DE PADUA DOS SANTOS
  • MARIA APARECIDA DIAS
  • MICHELE PEREIRA DE SOUZA DA FONSECA
  • Data: 27-may-2020


  • Resumen Espectáculo
  • Nowadays school physical education is recognized as a bounden curriculum component, so, it is also linked to the school's pedagogical political project. Recognized as a component of the curriculum, it determines a minimum number of attendance and grade, so that the student can get their approval. What it was observed is the non-participation to the physical education classes, especially the so-called “practical” classes, especially observing this situation throughout the students' school journey, becoming worse in the final years of middle school and high school. Since school physical education classes (SPEC) have this “extra-class” component, it’s easy to realize that student who doesn’t join the class. For this situation to occur, the reasons are several, and we can mention: lack of diversified content, lack of interest on the part of students and lack of pedagogical intervention in the developed activities (TENÓRIO; SILVA, 2013). Rangel Betti, 2009, indicates the fantastic four (volleyball, handball, soccer and basketball) as the predominant content of (SPEC) that could contribute to this problem. Darido (2004) and Chicati (2000), point out lack of content diversification and sport as one of the main contents of the (SPEC), has contributed to the distance of students in this curriculum component. Despite of the showed above, other elements may lead to this non-adherence to (SPEC), which are not necessarily present in the teacher’s didactic and methodological proposal. Because, the relationships and previous experiences with the (SPEC) in previous years, structural conditions of schools, social conditions, sports practices and behaviors acquired from family structure, can influence this non-adherence to classes of this curricular component. Therefore, the general aim is to analyze the reasons that lead to the disinterest in (SPEC) of the 9th grade students of the municipal public school where I work as a teacher. In general, we also have as specific aims: to identify if the reasons for the disinterest of students in school physical education classes are related to their pedagogical aspects or to other factors related to school, and to understand if there is a difference between the interest and disinterest in school physical education classes when they work with sports content. This is a descriptive qualitative study, which will analyze through a field diary and questionnaire created by the author, the categories found predominantly according to the statements of students in the two classes investigated, teachers of other curricular components, school management and pedagogical coordination. Having as reference the questions directed to the non-participation of the students, the disinterest of the students and the demotivation of the students. According to our results, the non-participation of students is caused by three main reasons: the infrastructure of the school, the type of content in classes and laziness. Finally, according to the results, some actions will be taken to mitigate this situation: the change in class schedule, the holding of festivals at the end of each two months and the awareness and demystification of sports content. 

     

6
  • ALEX DE FREITAS PINTO
  • COOPERATIVE GAMES AS PEDAGOGICAL INTERVENTION: experience report from the thematic unit games and games.

  • Líder : MARIA APARECIDA DIAS
  • MIEMBROS DE LA BANCA :
  • MARIA APARECIDA DIAS
  • AGUINALDO CESAR SURDI
  • MICHELE PEREIRA DE SOUZA DA FONSECA
  • Data: 27-may-2020


  • Resumen Espectáculo
  •  

     

    Physical Education has made significant advances since the redemocratization of Brazil in the 1980s, developing several approaches and theories such as Developmentalist, Interactionist-Constructivist, Critical Overcoming, Psychomotricity, Humanist and Cooperative Games. This study aims to analyze and describe the planned Physical Education classes, focusing on cooperative games, as a pedagogical intervention in the thematic unit games. The research has a descriptive qualitative character as a methodology with the characteristic of an experience report based on the application of 6 classes, with a focus on cooperative games, carried out in a class of the 6th year of Elementary School II, belonging to a school of the Municipality of Fortaleza. The research participants are 35 students regularly enrolled in that series. The instrument used in the research was the field diary filled out for each Physical Education class in an intervention period of 6 classes. The dialogue based on the experience report made it possible to reflect our teaching action and the participation of students in a pedagogical proposal aimed at education as a right, capable of leading students to cooperation, inclusion and fraternity, even in the face of all the complexity of educational issues present in our school routine. The survey was registered on Plataforma Brasil with CAAE N ° 21333519.0.0000.5537, whose approval opinion is N ° 3,726,930 dated 11/26/2019.

7
  • RENATA NISHIMURA GUERRA CAVALCANTI
  • PHYSICAL EDUCATION AND SOCIOEMOTIONAL SKILLS: TEACHING-PEDAGOGICAL EXPERIMENTS FOR AN ASSERTIVE CONFLICT RESOLUTION

  • Líder : ALLYSON CARVALHO DE ARAUJO
  • MIEMBROS DE LA BANCA :
  • ALLYSON CARVALHO DE ARAUJO
  • LORETA MELO BEZERRA CAVALCANTI
  • MARIA APARECIDA DIAS
  • Data: 28-may-2020


  • Resumen Espectáculo
  • Conflicts are usual in all kind of relationships. In school relationships, it’s presence is remarkable. These events have affected the school routine, to the extent that many times, the methods used to resolve the act can be considered aggressive, causing discomfort or even suffering for those involved. Socio-emotional skills have recently been included in curricula due to the tendency to provide comprehensive training, which meets the demands of the labor market and allow the development of the student in all spheres: cognitive, motor, social and emotional. Thus, this research aims to analyze a work proposal carried out in school physical education classes that, based on socioemotional skills, has the theme of conflicts as the focus of debate in final grades of elementary school. The research is characterized as descriptive with a qualitative approach of the participant type, and it was developed in a elementary 8th grade class from a public school in the city of Natal/RN. Sixteen students joined in the study, 10 being female and 6 being male, with an average age of 14 years old. A didactic intervention was carried out with 10 meetings of 50 minutes each, which aimed to develop students' socio-emotional skills in physical education classes. Before and after the intervention, the teenagers answered questions of the Children’s Action Tendency Scale (CATS), aiming to identify the most used conflict resolution styles (assertive, aggressive, submissive or mixed) and a possible change after the intervention. Before the intervention, the results found were the assertive tendency in the first place, followed by submissive and aggressive. After the intervention, the submissive tendency came first, followed by assertive and aggressive. We consider important to carry out educational programs that work on cognition and emotions for a more assertive conflict resolution and we suggest new studies and reports of pedagogical experiences so that they can serve as a reference for other teachers.

8
  • EDILSON MEDEIROS DE OLIVEIRA
  • FUTSAL TEACHING METHODOLOGY IN SCHOOL PHYSICAL EDUCATION: A PROPOSAL BASED ON UNDERSTANDING TACTICAL GAMES

  • Líder : MARCIO ROMEU RIBAS DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • MARCIO ROMEU RIBAS DE OLIVEIRA
  • AGUINALDO CESAR SURDI
  • EDUARDO VINICIUS MOTA E SILVA
  • Data: 29-may-2020


  • Resumen Espectáculo
  • Futsal is characterized by being one of the most practiced and taught sports in schools. This great adhesion is due to the great popularity it has in Brazilian society. There are many methodologies used by teachers to teach this sport. Tactical games by understanding are one of these possible methods of teaching this content. The present work aims to analyze the application of a proposal for teaching futsal based on the methodology of tactical games by understanding with students of the second year of high school. This study is characterized as a reflective report of quali-quantitative character and descriptive nature. The instruments used in the research were: a) proposal to evaluate the level of tactical knowledge in futsal: a reference for collective sports authored by Souza (1999) and b) teacher's field diary. Twelve futsal classes were taught under the method of tactical games by understanding in two second-year high school classes, from a school belonging to the State School Network of Ceará. The sample consisted of 26 students regularly enrolled in that year. Regarding the application of the teaching proposal, it was found that it requires a high level of organization, knowledge and adaptation from the teacher to develop the students' declarative and decision-making tactical knowledge, because the teacher's intervention was extremely necessary. With regard to the level of declarative tactical knowledge and decision-making, it was found that the students presented a low level of initial knowledge that was significantly elevated after the proposed intervention, as Class A increased 23% of the knowledge and Class B 22%.In reference to the participation of the students, they demonstrated satisfaction, enthusiasm and great commitment in the resolution of tactical games, showing dissatisfaction when the classes ended. It is concluded that the teaching proposal was very well accepted by the students and significantly increased the level of declarative tactical knowledge and decision-making in the futsal of the investigated students.

9
  • EUGÊNIA MARIA GREGÓRIO PEREIRA
  • IN THE STEPS OF DANCE: a pedagogical experience with dance in high school at a military school
  • Líder : ANTONIO DE PADUA DOS SANTOS
  • MIEMBROS DE LA BANCA :
  • ANTONIO DE PADUA DOS SANTOS
  • AGUINALDO CESAR SURDI
  • JOSE PEREIRA DE MELO
  • MACKSON LUIZ FERNANDES DA COSTA
  • MARIA ELENI HENRIQUE DA SILVA
  • Data: 03-jun-2020


  • Resumen Espectáculo
  • Whether for personal reasons such as preferences and skills or for initial training issues, today what we see and read about the reality of School Physical Education is still the massive, and sometimes almost exclusive, use of sports, whether in the form of small or big games, or even in the traditional competitive model. This project developed a methodological proposal of the work with the dance content and was carried out with high school classes in a military elementary school in the state of Ceará, with the objective of identifying methodological and pedagogical possibilities in the use of dance content in Education classes Physics in High School and collectively build with students a work proposal for the thematic unit Dance. The research was carried out during Physical Education classes at a school in the state of Ceará, located in the city of Fortaleza, with four classes of the 2nd Year of High School, whose classes take place in the afternoon, during the shift in which students are enrolled and lasts 45 minutes. The instruments were: a) action plan: consisting of planning 10 meetings to build and carry out the proposal; b) participant observation of Physical Education classes, using the field diary; c) questionnaire about the students' experience with dance, inside and outside the school environment; d) students' field diary, to be completed after each action of this research; e) questionnaire about the students' experiences with dance in the action developed. The research was submitted and approved by the Ethics Committee of the Federal University of Rio Grande do Norte and registered on Plataforma Brasil, whose opinion is number 3,479,896, dated August 1, 2019.
    It is in accordance with CNS 466/12 Human Research Resolution, considering respect for human dignity and the special protection due to participants in scientific research involving human beings. The results were described and analyzed as a case study, from the observation of the teacher-researcher and added to the reports of the students' field diaries. The intervention reached its goal of collectively building with the students a proposal for the development of dance content, with theoretical-practical classes, with the effective participation of students and culminating in a day of collective presentations where all classes in the same series could interact . With the universe of possibilities for the development of dance content, this report serves mainly to understand the need, potential and richness of this content to integrate the various manifestations of body culture present in School Physical Education classes and thus encourage the first steps of many other teachers in the dance rhythm.
10
  • LUCIANO HEBERT DE LIMA SILVA
  • Capoeira as a content in physical education at school: development from the training narrative of both a capoeira practitioner and teacher

  • Líder : ELIZABETH JATOBA BEZERRA TINOCO
  • MIEMBROS DE LA BANCA :
  • ELIZABETH JATOBA BEZERRA TINOCO
  • HERALDO SIMÕES FERREIRA
  • JOSÉ LUIZ CIRQUEIRA FALCÃO
  • Data: 05-jun-2020


  • Resumen Espectáculo
  • In this study we bring from the memory, in the perspective of the autobiographical method, the revisiting of our experiences lived in capoeira, recorded in the formation narrative of this capoeirista teacher. And when associated to the new knowledge built in Academy, it bases the pedagogical practice in the teaching of capoeira with children, in the school Physical Education. As a general objective, we have defined to reveal through the thematic life history of a capoeirista teacher, from his training and teaching practice, pedagogical elements for a proposal of inclusion of this content of school Physical Education, in the initial years of elementary school. Thus, by socializing our study of capoeira, we are contributing to the training of teachers in the area, presenting a systematized knowledge that can contribute with a content of popular culture that is not always part of academic and school curricula. With this title, "Revisiting my entry into the roda: experiences and confluences of knowledge of practice with academic knowledge" we exposed the data collected from the researched capoeirista professor, in a synthesis between the experiences lived in capoeira and the search for new academic knowledge. These enabled a new look at the teaching of this beautiful but complex art, which needs pedagogical elements both simplified and suitable to the profile of children at school. Therefore, we present a methodological possibility to work with capoeira in school Physical Education classes, specifically in the early years of elementary school, the result of our experiences within the universe of capoeira and the Academy. Finally, we understand that we were able to reveal which pedagogical, empirical and academic elements were part of the formation of the researched teacher, contributing to the development of a methodological possibility, easy to apply, to work with capoeira as a content of school Physical Education, which is characterized by the use of games and jokes contextualized with their historical aspects. Finally, from the concept of "round the world" in capoeiragem, we are able to bring a content of popular culture and national heritage to the school ground, rescuing the history of the black slave in the construction of one of its manifestations: capoeira.

11
  • PATRÍCIA MOZART MOURA
  •  

     

    ADHERENCE IN PHYSICAL EDUCATION CLASSES IN HIGH SCHOOL: THE CASE OF SCHOOL STADUAL JUSTINIANO DE SERPA

  • Líder : JOSE PEREIRA DE MELO
  • MIEMBROS DE LA BANCA :
  • JOSE PEREIRA DE MELO
  • AGUINALDO CESAR SURDI
  • ANTONIO DE PADUA DOS SANTOS
  • MARIA ELENI HENRIQUE DA SILVA
  • MARTA GENÚ SOARES
  • Data: 05-jun-2020


  • Resumen Espectáculo
  • The discipline of Physical Education at school has been gradually growing and gaining space within the school environment, in all its stages and modalities. However, many challenges are still present in this profession, one of them, brought to light by the debate in this work, which is the lack of adherence of girls in practical classes of Physical Education in High School. This theme is little explored within academic circles, a situation that was evident in the production of the state of the art in this work, which researched just under two and a half thousand articles, of which only nine out of this universe dealt with this problem. A field research was then carried out with the students regularly enrolled at the Colégio Estadual Justiniano de Serpa. Located in the city of Fortaleza, Ceará, to initially assess the reasons that distanced them from the practical moments of the discipline. Soon afterwards, armed with the data, a practical intervention plan was created, aiming to increase the adherence of this audience, bringing to the classes the activities that they themselves had listed as pleasant and interesting. With this first moment, a small increase in the adherence of the research target audience was achieved. But with the data obtained in this first intervention project, it was possible to trace a second moment that occurred in an experimental way after classes, which eliminated some difficulties that were pointed out by the students as limiting their participation, such as the short time for post-class hygiene and to return to the other times and the weather of the climate to which the students were exposed. The project worked on an experimental basis for just over a month, where it was offered to the students gymnastic activities, rhythm classes and functional three times a week. At the end of this second intervention project, the perceived increase in adherence by girls was considerable, with an overall average of almost 100 girls. These results prove that even the discipline of Physical Education at school facing great challenges within the school environment it is possible for teachers to outline strategies to transform challenges and difficulties into opportunities, so that no student or student has the right to experience their stagnant corporeality, helping thus in their integral formation.

12
  • MARCELO PAIVA DO NASCIMENTO
  • PHYSICAL EDUCATION AS A CURRICULAR COMPONENT IN HIGH SCHOOL: A DIALOGUE BETWEEN PEDAGOGICAL PRACTICE AND THE NEW LEGISLATION

  • Líder : JOSE PEREIRA DE MELO
  • MIEMBROS DE LA BANCA :
  • JOSE PEREIRA DE MELO
  • AGUINALDO CESAR SURDI
  • ANTONIO DE PADUA DOS SANTOS
  • MARIA ELENI HENRIQUE DA SILVA
  • MARTA GENÚ SOARES
  • Data: 05-jun-2020


  • Resumen Espectáculo
  • The Physical Education, as a curricular component, suffers from numerous problems at school, especially in high school. We believe that innovative pedagogical practice is one of the possibilities that can contribute to the legitimacy of the discipline, to the detriment of a view of lower status in relation to others that ends up configuring rash speeches and attitudes. The general objective of the study is to report the experience of a pedagogical practice of Physical Education in High School with the content of Fight Games, seeking a dialogue with the students and finding out what this playful experience contributes to valuing the curricular component at school as a guiding question of work. The research carried out in a high school on the outskirts of Fortaleza involved the participation of 40 students who underwent a pedagogical intervention, and also with the help of two questionnaires and records from a field diary.The qualitative research methodology was chosen because it provides the opportunity to investigate the practice itself, encouraging the researcher's pedagogical autonomy, in addition to being a challenge on the school floor. In addition, the experience report provided an opportunity to collect the students' opinions in a categorized way, covering objective and subjective aspects. We analyzed that 45% of the students reported reaching high school without ever having access to the content Fight, which contradicts this corporal practice as an inheritance of the culture of movement and the legal documents that provide for it in the formal curriculum. Furthermore, they reported that the discipline and its contents were of very little importance in relation to the others, serving only as a moment of distraction for the high school student. After the interventions we noticed a change in the perception of the discipline through the Fight Games, as they saw that the culture of movement through an innovative pedagogical practice can provide a reading of the world, as well as the other curricular components, because more than 90% of them assimilated the content satisfactorily according to the methodological proposal adopted. We concluded then that the pedagogical practice is a fundamental tool to value Physical Education as a curricular component, because through playfulness and creativity, we had a very strong adherence to classes, and that the aspect of practice by practice was overcome when students were able to make a critical reading of the didactic transposition of the content, leading us to also verify that the supposed suppression of the discipline in the curriculum marked by the new legal order of High School is not justified if it is well planned and aligned with the political-pedagogical plan of the school, providing the student of this stage a more effective participation in classes, through debates and other diversified pedagogical resources, contradicting the history of selectivity and uncriticality of his traditional practice.

13
  • JOSÉ CELSO BARROS FERREIRA
  • EVALUATION IN SCHOOL PHYSICAL EDUCATION UNDER THE PERSPECTIVE OF KNOWLEDGE DIMENSIONS PRESENTED AT BNCC
  • Líder : MARCIO ROMEU RIBAS DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • MARCIO ROMEU RIBAS DE OLIVEIRA
  • ALLYSON CARVALHO DE ARAUJO
  • MARIA ELENI HENRIQUE DA SILVA
  • Data: 08-jun-2020


  • Resumen Espectáculo
  • The assessment of learning in Physical Education at School finds challenges that go beyond those present in the other curricular components. The way in which the area organizes and evaluates the relationship of the subjects' bodies with the objects of knowledge, generates possibilities that still seem to be poorly understood in the school routine. In addition to the content dimensions (attitudinal, procedural and conceptual), presented in the Parâmetros Curriculares Nacionais (1998), the area finds in the Base Nacional Comum Curricular (BNCC, 2017) other organizational demands. The proposal is to think about how students relate to the objects of knowledge, privileging now eight dimensions, which led us to the problem of “How is it possible to structure a proposal for the evaluation of learning in Physical Education at School, considering the eight dimensions of knowledge presented? at BNCC, for a class of the fourth cycle of elementary school in a public school? ” For this purpose, we set out as a research objective, to problematize a pedagogical experience in Physical Education at School, reflecting on the evaluation of learning from the perspective of the eight dimensions of knowledge presented at BNCC, for a class of the 4th cycle of fundamental education. It is an exploratory qualitative research, presented as an experience report, therefore, of a descriptive nature. Participating observation with the help of the field diary was used as instruments of production of the research data. Altogether, there were six formal moments of learning assessment, each with its specific didactic-methodological instrument for verifying skills and an equivalent record form. Through documentary analysis and following the descriptions of the participant observation rotators, semantic correspondences were identified between the concepts defended in the theoretical framework with the experiences carried out in the field. Such correspondences are synthesized in guiding principles for the construction of evaluated instruments, which present as our results, associated with each instrument itself and its possibilities. These results allow us to consider that it was possible to develop one among many possibilities to evaluate the learning in Physical Education at School, considering the eight dimensions of knowledge present in the base. The present study also showed that this theme needs to be appreciated by other researches that expand the possibilities achieved here, above all, with regard to the limitations and difficulty of establishing formative breaks in the teaching and evaluation process through active methodologies, in face of organizational maintenance of the traditional public school.

14
  • MARCOS LEIVA DA SILVA NERY

  • MAKING HISTORY AND OVERCOMING PREJUDICE: A FUTSAL PUBLIC SCHOOL EXPERIENCE FOR GIRLS

  • Líder : ELIZABETH JATOBA BEZERRA TINOCO
  • MIEMBROS DE LA BANCA :
  • ELIZABETH JATOBA BEZERRA TINOCO
  • ANTONIO DE PADUA DOS SANTOS
  • PAULA NUNES CHAVES
  • Data: 09-jun-2020


  • Resumen Espectáculo
  • Being motivated to deal with gender issues in sports practice and debate about topics that, for a long time, have been one of the problems of Physical Education at School, we focus our study to these aspects that permeate our teaching practice. For the general objective, we focus on revealing and discussing aspects of gender and prejudice suffered by girls who play football in a sports project of a public school in the city of Fortaleza / Ceará, aiming to present educational characteristics and coping strategies that contributed to characterize a democratic and inclusive sport for those girls. Our methodology included the combination of two types of research: the participant one, involving the 8 (eight) students selected for the present study, and the teaching narrative one, considering the formative trajectory of the teacher-researcher. As a data collection instrument, we used the thematic interview applied to girls, participant observation and the teaching narrative. We conducted the analysis of the corpus, consisting of thematic interviews, based on content analysis, in which we intertwined the students' narratives with the inferences, which started from our premises, and the interpretation, supported by the theoretical framework. Researches involving prejudice against women in sport, more precisely at school, may contribute both to promoting a critical body awareness of the students about the woman's historical-cultural condition and to subsidizing a pedagogical practice related to gender issues by Physical Education teachers. As a synthesis of the results, we found: (i) the initiation of girls in football happens frequently and with the support of boys, in matches and ball games in the street; (ii) the influences of family members are often preponderant for their permanence or abandonment in football; (iii) the level of technical skill in football is still a determining factor for the inclusion or exclusion of girls during Physical Education classes; (iv) feeling a part of the world of football awakens in the girls both feelings of pleasant as well as pain, related to the symbolic aggressions of prejudice; (v) the advancement in the social configuration of sport, based on attitudes of resistance and empowerment, through the practice of sport by the students. We conclude, therefore, that it is increasingly urgent to take a look at the culture of football, which is hegemonically masculine, in order to reconstruct it, which is more democratic and less exclusive.

2019
Disertaciones
1
  • ANTÔNIO JANSEN FERNANDES DA SILVA
  • PHYSICAL EDUCATION IN NIGHT HIGH SCHOOL: Dialogues between the classification of sports and the media

  • Líder : ANTONIO DE PADUA DOS SANTOS
  • MIEMBROS DE LA BANCA :
  • ANTONIO DE PADUA DOS SANTOS
  • JOSE PEREIRA DE MELO
  • MACKSON LUIZ FERNANDES DA COSTA
  • MARCIO ROMEU RIBAS DE OLIVEIRA
  • MARIA ELENI HENRIQUE DA SILVA
  • Data: 13-dic-2019


  • Resumen Espectáculo
  • Physical Education has been undergoing several changes throughout its history, being influenced by political, economic, technological, cultural, religious and social aspects. The aim of this study is to develop a Physical Education class proposal dialoguing with the media in high school. An action research field study will be conducted using the qualitative method in a school in the state school system of Ceará, located in the city of Fortaleza, with 34 students from a 3rd year high school class at night. The instruments will be: a) participant observation of Physical Education classes, through the use of the field diary; b) questionnaire about the use of the media; c) semi-structured interview with high school students of the evening course; d) videos produced by students about the classification of sports; e) photos and images of the classes during the intervention; f) recordings of the classes during the intervention period; g) discussions in the closed Facebook group. For data analysis will be used the method of categorization of the theme. The research was registered in the Brazil platform nº 09905619.1.0000.5537, whose approval opinion is nº 3.305.816 dated 05/06/2019.

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