Educação Física

URI Permanente desta comunidade

http://repositorio.ufes.br/handle/10/17596

Programa de Pós-Graduação em Educação Física

Centro: CEFD
Telefone: (27) 4009 7671
URL do programa: http://www.educacaofisica.ufes.br/pt-br/pos-graduacao/PPGEF

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Agora exibindo 1 - 12 de 12

A "Dança Afro-Brasileira Cênica": experiências pedagógicas em projeto de contraturno escolar
(Universidade Federal do Espírito Santo, 2022-04-01) Rocha, Darlene Fabri Ferreira; Almeida, Felipe Quintao de; https://orcid.org/0000000240565159; http://lattes.cnpq.br/3827408926506567; https://orcid.org/0000-0001-5524-0616; http://lattes.cnpq.br/; Venancio, Luciana; https://orcid.org/0000-0003-2903-7627; http://lattes.cnpq.br/2343126935338257; Gomes, Ivan Marcelo; https://orcid.org/0000-0002-0311-9651; http://lattes.cnpq.br/5874951331253226
The objective of this dissertation is to understand the relationships with knowledge in the teaching and learning process of the "Afro-Brazilian Scenic Dance" (ABSD) through the pedagogical practice of a Physical Education teacher in a dance project in the afternoon of a municipal public school from Vitória/ES. As specific objectives we list: to describe the relationship of the teacher and students with dance and ABSD; to analyze the relationships of Physical Education and dance, as well as of themes that appeared in the daily life of the classes; comprehend how the institution sees the project, the work and the Afro-Brazilian themes developed. The methodological choice was for a case study that led us to a qualitative research with a descriptive character in order to outline the pedagogical practice and understand the subjects' relationships with knowledge in that context. To achieve our goals, studies by Charlot (2000) on the Relation with Knowledge collaborate in the discussion as well as authors of Physical Education whose research brings this theory closer to the area. We consider ABSD as an integral element of ethnic-racial issues and Physical Education, which through body language can promote such discussions through this content. The instruments used for the production of data were observation of the project classes, semi-structured interviews with the teacher and members of the pedagogical team, collective interview with similarities to the focus group with students. The data produced were analyzed by the content analysis method and divided into axes in order to achieve our objectives. The results demonstrate different relationships with dance and ABSD and highlight the relational dimension with knowledge. The content is treated as knowledge and the bodily apprehension evidenced. There are counterpoints and representations that need reflection to avoid the formation or maintenance of stereotypes in relation to the black culture and population. The subjects demonstrate familiarity with ABSD, which we perceive as promoting an anti-racist education.
A Pertença Docente: Busca de Sentidos nas Experiências dos Professores de Educação Física Escolar
(Universidade Federal do Espírito Santo, 2022-12-16) Silva, Bruno Vasconcellos; Figueiredo, Zenolia Christina Campos; https://orcid.org/; http://lattes.cnpq.br/3674967450536858; https://orcid.org/; http://lattes.cnpq.br/; Neto, Vicente Molina; https://orcid.org/0000-0002-7124-012X; http://lattes.cnpq.br/1481370037047711; Almeida, Felipe Quintao de; https://orcid.org/0000000240565159; http://lattes.cnpq.br/3827408926506567; Vago, Tarcisio Mauro; https://orcid.org/; http://lattes.cnpq.br/3671595343974895; Araujo, Vania Carvalho de; http://orcid.org/0000-0002-7678-1689; http://lattes.cnpq.br/4422269305808605
This research aims at investigating the allegiance (pertença) with the profession of School Physical Education Teachers, expressed in the relation between teaching and the world, assuming, mainly, the Arendtian’s concepts and categories. The sense of belonging to the teaching profession, in this study, is linked to the idea of Teachers acknowledging themselves as the ones responsible for such public horizon, in this reception regarding the new generations coming to the pre-existing world, a world that we have built, in a way, in conjunction with our ancestors, so that the younger ones can judge about a certain reality. The Teachers must decide whether they love the world - the amor mundi, the body practices, in the case of Physical Education Teachers –, as well as their new habitants are enough to accept responsibility for both. Therefore, the research is about a dual responsibility. Insofar as the justification is concerned, the study does not sustain that teaching must be thought as priesthood or donation,although it is important to search for motivation and personal interest that is created with the magisterium. To do something that is considered valuable means attributing a personal sense/meaning and a social recognition to your know-how. In other words, it seems that this allegiance (pertença) can be stimulated, provoking the School Physical Education Teachers from inside out, which can be the motivation that vests humanity with their existence. The study stands out that the need to a further investigation about desire and will. To think about what affects us, as well as to be questioned as member of a community, mobilizes the individual in order to reflect on the training process of those in charge of the world. The research uses the narrative and the (self) biographic method as theoretical-methodological principle. Such perspective enables Teachers to be aware of themselves regarding their trajectory, causing reflection and understanding themselves and their practices, also allowing the analysis of interconnections of their itinerary with the academic, social, historic and cultural contexts, with their way to appropriate experiences and, thus, to do the “thinking exercise” about their senses/meanings. In relation to methodological resources, it prioritizes the primary biographic materials, more specifically the narrative interviews. It analyzes the (self) biographic narratives of the experiences belonging to the research collaborators, in which they remembered the experiences lived throughout their training trajectory (in the family ambit, elementary education, initial training and in other training space/time) that promoted significant marks on their personal/professional training, as well as had been manifested as possible guides/inspirations to build their allegiance (pertença) with the profession regarding their teaching experience. Besides, the study analyzes their experiences lived throughout their teaching experience in elementary education, interpreting the way they reveal their allegiance (pertença) and, even, identify the aspects emerging from their expertise as potential guides/inspirations for the students and (future) Teachers to act according to their contexts and realities. In the concluding remarks, it infers the need to better think about the School Physical Education Teachers training experiences as a starting point for the constitution of allegiance (pertença) with Teachers. Those narratives may contribute to strengthen the act of (future) School Physical Education Teachers, constituting an allegiance (pertença) to the Teachers’ profession.
Dimensões de renovação da Educação Física no Uruguai: uma escrita realizada com docentes do campo
(Universidade Federal do Espírito Santo, 2023-05-25) Sampaio, Amanda Furlam; Almeida, Felipe Quintao de; https://orcid.org/0000000240565159; http://lattes.cnpq.br/3827408926506567; https://orcid.org/; http://lattes.cnpq.br/3592648562453116; Gomes, Ivan Marcelo; https://orcid.org/0000-0002-0311-9651; http://lattes.cnpq.br/5874951331253226; Quintero, Cecilia Seré; https://orcid.org/0000-0001-8845-3394; http://lattes.cnpq.br/2770893663386217
Este trabajo propone un análisis y una interpretación de los procesos de crítica y renovación en el campo de la Educación Física en Uruguay. Para llegar a nuestras fuentes de información, primero intentamos conocer el campo en Uruguay a través de textos que caracterizan el escenario de la Educación Física en ese país. La investigación se llevó a cabo a través de seis entrevistas a diferentes personas que fueron estudiantes y posteriormente profesores del Instituto Superior de Educación Física, único lugar encargado de formar a los maestros y maestras que trabajan con la Educación Física durante el siglo XX, llegando hasta nuestros días. Se caracteriza por ser una investigación cualitativa y de abordaje bibliográfico. Las entrevistas permitieron una aproximación a la tradición de la Educación Física en este país, el proceso de formación de estos docentes Luego de comprender este proceso, el trabajo se propone resaltar los principales cambios que manifiestan los seis entrevistados para comprender la renovación de este campo, los principales referentes teóricos que llegan, las principales perspectivas metodológicas, la concepción del cuerpo y de la Educación Física, y sus concepciones políticas que representan un fragmento de la Educación Física en Uruguay; también buscamos poner en diálogo con algunas proposiciones ya realizadas. Esperamos, con este trabajo, ampliar el conocimiento sobre el tema en este país, ofrecer nuevos datos importantes y contribuir al proceso de búsqueda de comprensión de la tradición crítica de la Educación Física en América del Sur.
Educação Escolar Indígena, Formação de Professores e Educação Física: tensões e possibilidades para uma perspectiva intercultural na escola Pluridocente Guarani do Espírito Santo
(Universidade Federal do Espírito Santo, 2022-08-25) Freitas, Stephany Castro de; Gomes, Ivan Marcelo; https://orcid.org/; http://lattes.cnpq.br/5874951331253226; https://orcid.org/; http://lattes.cnpq.br/; Almeida, Felipe Quintao de; https://orcid.org/0000000240565159; http://lattes.cnpq.br/3827408926506567; Saneto, Juliana Guimaraes; https://orcid.org/; http://lattes.cnpq.br/; Buitrago, Edwin Alexander Canon; https://orcid.org/; http://lattes.cnpq.br/
abstract
Educação Física Escolar: uma análise comparada nas Bases Nacionais Curriculares do Brasil e do Chile
(Universidade Federal do Espírito Santo, 2022-03-29) Barcelos, Rafael Almeida; Almeida, Felipe Quintao de; https://orcid.org/0000000240565159; http://lattes.cnpq.br/3827408926506567; https://orcid.org/; http://lattes.cnpq.br/; Gomes, Ivan Marcelo; https://orcid.org/; http://lattes.cnpq.br/5874951331253226; Thuillier, Bastian Ignacio Carter; https://orcid.org/; http://lattes.cnpq.br/
This dissertation aimed to get to know the tradition of thought in the area of Chilean Physical Education by comparing the official documents that guide school education in Brazil and Chile. Based on knowledge, we collaborate to build an understanding of
Educação Física, corpo e linguagem: a resposta culturalista a partir da vida em sua desmesura
(Universidade Federal do Espírito Santo, 2020-10-02) Costa, Marcelo Adolfo Duque Gomes da; Almeida, Felipe Quintao de; https://orcid.org/0000000240565159; http://lattes.cnpq.br/3827408926506567; https://orcid.org/; http://lattes.cnpq.br/; Bracht, Valter; https://orcid.org/; http://lattes.cnpq.br/3097115385391111; Bassani, Jaison Jose; https://orcid.org/; http://lattes.cnpq.br/; Viesenteiner, Jorge Luiz; https://orcid.org/0000000337277890; http://lattes.cnpq.br/7444634503835464; Yonezawa, Fernando Hiromi; http://lattes.cnpq.br/3287085280527292
The debate proposed in this thesis is, from the development of a theoretical research, to thinking about the elements that impact the production of our subjectivity, more specifically the conditioning factors that weave us when we mobilize and place ourse
Entre leituras, corpos e escritas: linhas de um mapa-tese a partir de experiências vividas em uma escola-rizoma de Educação de Jovens e Adultos
(Universidade Federal do Espírito Santo, 2022-08-18) Penha, Vinicius Martins; Almeida, Felipe Quintao de; https://orcid.org/0000000240565159; http://lattes.cnpq.br/3827408926506567; https://orcid.org/; http://lattes.cnpq.br/; Zoboli, Fabio; https://orcid.org/; http://lattes.cnpq.br/; Cuevas, Marcia Roxana Cruces; https://orcid.org/; http://lattes.cnpq.br/6390983627032475; Oliveira, Claudio Marcio; https://orcid.org/; http://lattes.cnpq.br/; Gomes, Ivan Marcelo; http://lattes.cnpq.br/5874951331253226; Galak, Eduardo Lautaro
abstract
Infância e Natureza: uma investigação sobre educação e lazer na cidade de Vitória/ES
(Universidade Federal do Espírito Santo, 2019-12-12) Silva, Angélica Caetano da; Almeida, Felipe Quintao de; https://orcid.org/0000000240565159; http://lattes.cnpq.br/3827408926506567; https://orcid.org/; http://lattes.cnpq.br/; Bracht, Valter; https://orcid.org/; http://lattes.cnpq.br/3097115385391111; Bassani, Jaison Jose; https://orcid.org/; http://lattes.cnpq.br/; Gomes, Ivan Marcelo; https://orcid.org/; http://lattes.cnpq.br/5874951331253226; Giménez, Raumar Rodríguez
This doctoral dissertation aims to describe and analyze relationships between recreation and childhood education in the city - mediated by play and toy - from an incursion into two empirical places: an early childhood education institution and a public pa
O corpo afro-brasileiro e suas re-existências políticas: as estéticas afrodiaspóricas das juventudes no Núcleo Afro Odomodê
(Universidade Federal do Espírito Santo, 2022-09-29) Monteiro, Pamela Tavares; Gomes, Ivan Marcelo; https://orcid.org/; http://lattes.cnpq.br/5874951331253226; https://orcid.org/; http://lattes.cnpq.br/; Mattos, Ivanilde Guedes de; https://orcid.org/; http://lattes.cnpq.br/; Almeida, Felipe Quintao de; https://orcid.org/0000000240565159; http://lattes.cnpq.br/3827408926506567; Mata, Inocencia Luciano dos Santos; https://orcid.org/; http://lattes.cnpq.br/
abstract
O governo de si e dos outros em estratégias de promoção da saúde através de dispositivos de saúde móvel
(Universidade Federal do Espírito Santo, 2019-08-16) Abib, Leonardo Trápaga; Gomes, Ivan Marcelo; https://orcid.org/0000-0002-0311-9651; http://lattes.cnpq.br/5874951331253226; https://orcid.org/0000000193352141; http://lattes.cnpq.br/7321182698890329; Almeida, Felipe Quintao de; https://orcid.org/0000000240565159; http://lattes.cnpq.br/3827408926506567; Martins, Mariana Zuaneti; https://orcid.org/0000-0003-0926-7302; http://lattes.cnpq.br/7281518704205888; Damico, Jose Geraldo Soares; https://orcid.org/; http://lattes.cnpq.br/6928046837273155; Vaz, Alexandre Fernandez
The central objective of this thesis is to analyze how the Movement 21 days for a healthier life (M21), as a mobile health device and public policy, develops and acts for the constitution of the healthy individual in the contemporary. To accomplish this task, nine semi-structured interviews were conducted with the subjects who were involved in the construction and execution of the program. In addition to the interviews were produced navigation records based on the monitoring and reading of the contents present on the website and in the M21 application. Finally, the postings related to the program in social networks were mapped and analyzed as a way of understanding and interpreting the uses and appropriations of M21 recommendations and advice by its users. The data produced were analyzed in the light of conceptual tools of Foucaultian theory, such as biopower, pastoral power and governmentality, in dialogue with authors from the fields of physical education, collective health and the humanities. As a result of the investigation, three major axes of analysis were built: i) M21 within the State Health Department of Espírito Santo (SESA): construction, references and tensions; ii) The M21 and its communication strategies, and; iii) Subjects of M21. As a policy produced by SESA, a series of tensions and disputes around the program were identified due to the different conceptions about public intervention in the area of prevention and health promotion, demonstrating how controversial the debate on this subject is. Already in its digital platforms, the M21 made use of contents guided by the notions of behaviorism and medicalization, mobilizing disciplinary, bio-pedagogical and pastoral strategies to act on individuals. As to the uses and appropriations of M21 contents, it was possible to identify a partial acceptance of the same by the subjects. The nature of the posts analyzed also allows us to relativize the direct impact of M21 on the subjects, due to the variety of themes, counselors, motivations and perceptions pointed out by them.
Pedagogias (pós)críticas da Educação Física: (re)organizações político-epistemológicas
(Universidade Federal do Espírito Santo, 2020-11-27) Sousa, Galdino Rodrigues de; Almeida, Felipe Quintao de; https://orcid.org/0000000240565159; http://lattes.cnpq.br/3827408926506567; https://orcid.org/; http://lattes.cnpq.br/; Bracht, Valter; https://orcid.org/; http://lattes.cnpq.br/3097115385391111; Junior, Marcilio Barbosa Mendonca de Souza; https://orcid.org/; http://lattes.cnpq.br/; Fensterseifer, Paulo Evaldo; https://orcid.org/; http://lattes.cnpq.br/; Neira, Marcos Garcia
Este trabajo problematiza entendimientos de las pedagogías críticas y postcríticas en el contexto contemporáneo, considerando el contexto de la Educación y de la Educación Física. Toma a Silva (1999) como principal referente de problematización, uno de lo
Treinamento em habilidades sociais na prevenção ao abuso de álcool e outras drogas
(Universidade Federal do Espírito Santo, 2020-06-30) Machado, Gelsimar Jose; Romera, Liana Abrao; https://orcid.org/; http://lattes.cnpq.br/8157972720636940; https://orcid.org/; http://lattes.cnpq.br/; Almeida, Felipe Quintao de; https://orcid.org/0000000240565159; http://lattes.cnpq.br/3827408926506567; Leme, Vanessa Barbosa Romera; https://orcid.org/; http://lattes.cnpq.br/; Silva, Alessandra Turini Bolsoni; https://orcid.org/; http://lattes.cnpq.br/; Henriques, Susana Alexandra
This work presents the results of a research on a program to prevent the abuse of alcohol and other drugs based on social skills with the adolescent public. Social skills are different classes of behavior that the individual has to deal with interpersonal

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