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

Navegar

Agora exibindo 1 - 7 de 7

A educação física na educação infantil de Serra/ES : os saberes docentes e a prática pedagógica
(Universidade Federal do Espírito Santo, 2016-03-29) Perini, Rosiléia; Bracht, Valter; Almeida, Ueberson Ribeiro; Figueiredo, Zenólia Christina Campos
Identifies and analyzes the teaching knowledge mobilized by physical education teachers in the context of childhood education Serra/ES and their materialization in pedagogical practice. It is a qualitative study of descriptive and interpretative character, which used as sources for compiling the data the semi-structured interviews and access to personal documents relating to teacher pedagogical practice. The city of Serra is divided into six regions pedagogical geographical. We chose to give away two teachers in each region, totaling twelve educators who were interviewed in 2015. To undertake the analysis of empirical material, we sought the methodology endorsed by Macedo (2006) and Bardin (2006), which propose the content analysis. The data analyzed show that a significant quantity of the interviewed teachers are included in the child context of Serra's option to work with the child. The experience knowledge, mediated by previous teaching experiences and especially by knowledge that have been made in practice set the current insertion context, stood out as reference sources for mobilization, construction and redefinition of knowledge necessary for the professional practice of Education Physics in infant education Serra. The terms of trade, partnership and interaction among peers, constitute a source of powerful knowledge and indicate the continued in-service training as an important facilitator of this "knowledge network", although little effective as a source of possibility real in the context studied. The teaching knowledge are materialized in the teaching practice through the interaction between the children, the teacher and the cultural context in which they live. The child and its peculiarities are the starting and finishing point for teachers to decide their teaching interventions. The study gaps underscore the need to implement proposals for ongoing continuing education to teachers of Physical Education and point to the systematization of a specific curriculum proposal for childhood education in the city, contemplating his new reality, especially the integration of knowledge areas Art and Physical Education.
Ao ar livre : um estudo na academia popular de Santo Antônio em Vitória-ES
(Universidade Federal do Espírito Santo, 2015-09-29) Pinto, Sayonara Carla dos Santos; Gomes, Ivan Marcelo; Almeida, Felipe Quintão de; Borges, Carlos Nazareno Ferreira; Sawitzki, Rosalvo Luis; Almeida, Ueberson Ribeiro
Corpo, produção do comum e a potência de movimento : contribuições de Spinoza e Deleuze para o teorizar em educação física
(Universidade Federal do Espírito Santo, 2017-03-28) Correia, Elder Silva; Almeida, Felipe Quintão de; Bracht, Valter; Almeida, Ueberson Ribeiro; Vaz, Alexandre Fernandez
Licenciatura em educação física : percursos construídos a partir de experiências formadoras dos docentes em formação
(Universidade Federal do Espírito Santo, 2018-07-05) Plotegher, Ândrea Tragino; Figueiredo, Zenólia Christina Campos; Silva, Erineusa Maria da; Chicon, José Francisco; Almeida, Ueberson Ribeiro
Nas trilhas da atividade docente : análise da relação saúde-trabalho de professores de Educação Física no cotidiano escolar
(Universidade Federal do Espírito Santo, 2008-05-21) Almeida, Ueberson Ribeiro; Heckert, Ana Lúcia Coelho; Paiva, Fernanda Simone Lopes de; Barros, Maria Elizabeth Barros de
The research investigates the health-work relation in the activity of Physical Education teachers in a public polyvalent school, aiming at understanding how teachers have been dealing with daily adversities and noxiousness in favor to the production of health at work. To do so, it is based on the Ergology-Ethnography articulation as theoretical-methodological framework, having the Ethnography as methodological instrument considering the data production and Ergology as motto of working analysis. It talks about the concept of Activity and Work by the Ergology point of view, therefore activity as space of intelligent micro management that are produced in the gap between the antecedent norms (prescriptions, orders, codes, concepts, knowledge, values) and the real work. The work is conceived as “uses of itself by itself and others”; expression of value games and constructed norms, not “somewhere” else, but in the ambit of the working, political and society places. It adopts the concept of “vitalistic” health of Georges Canguilhem, whose understanding breaks with the doctor-biologicist model that leases normality to health through statistical patterns and proposes that it is only possible to know the health condition when people are considered in relation to their ways and potencies to create singular norms able to make life “livable”. It concludes that some values, norms and prescriptions that cross the Physical Education teachers’ work have been using modes of subjectivity that force teachers to do a “bad” job when they reduce the autonomy, not value their knowledge and give low symbolic value to their activity. On the other hand, it shows that teachers struggle creating defenses against suffering, and that, specially, through activity, renormalize; create rules, prescriptions, and norms; produce health at work. It is also understood that knowledge and “uses” mobilized by the teachers trespass the pedagogical ideal of the Physical Education subject, what enables to affirm that teachers engage more of themselves in the work than the tasks solicit.
No balanço do funk : as tensões que envolvem o ritmo dentro do ambiente escolar
(Universidade Federal do Espírito Santo, 2015-08-28) Machado, Fernanda Xavier; Gomes, Ivan Marcelo; Almeida, Felipe Quintão de; Sawitzki, Rosalvo Luis; Almeida, Ueberson Ribeiro
Pesquisa pedagógica em educação física e os "estudos nos/dos/com os cotidianos": entre a construção de alternativas e a fragilização da dimensão epistêmica na teorização
(Universidade Federal do Espírito Santo, 2019-02-15) Machado, Thiago da Silva; Bracht, Valter; Fensterseifer, Paulo Evaldo; Almeida, Ueberson Ribeiro; Rigoni, Ana Carolina; Almeida, Felipe Quintão de
Reflects about the presence of "research with the quotidian” in the field of Physical Education (PE). Understanding this perspective as a movement that, gestated in the broader field of Education, seeks other ways of looking at the school and what is produced in it, thus differentiating itself from the conventional researches about this everyday life (FERRAÇO, 2001). It understands that the incorporation of this investigative current is a reflection of the plurality of references that has come to be present in the area, expressing, particularly, aspects of those productions that seek to offer in the scope of pedagogical research alternative paths to the problems arising from a hierarchical relationship between the learners academic knowledge. It situates the peculiarity of this perspective in aspects such as: the assumption of a political stance of defense / bet on daily life; the radicalization of an “epistemology of quotidian”; and also the discontinuity with the classical research methodologies. In spite of any agreement with part of the critical diagnosis that motivates the adoption of these theoretical-methodological assumptions in PE, the way in which the suggested variations have materialized in the research actions carried out, as well as in the productions and proposals submitted. It examines the hypothesis that the promoted renewal attempt may have implications for the construction of a pedagogical theorization in PE, mainly due to a position that seems to do without the adoption of broader normative referents for the analysis of school everyday. Methodologically, it operates a theoretical study, based on a research of the "state of knowledge" type carried out in the fields of Education and PE (FERREIRA, 2002). Mapping and analyzing, in relation to PE, the works published in the proceedings of the Congresso Brasileiro de Ciências do Esporte (CONBRACE), from 2007 to 2017, and the publications of five periodicals dedicated to the subject of school PE. It constructs categories of analysis that, in order to thematize the research configurations in / with / with the daily "in" and "from" PE, tangentiam aspects as the particularities of the visions made visible, highlighting their potential for the construction of a pedagogical theory of PE. It discusses some concepts present in the works of Axel Honneth and Hannah Arendt, choosing the notions of normative reconstruction (HONNETH, 2015) and natality (ARENDT, 2009) as keys to reading. It defends the thesis that the type of production of knowledge observed in the "researches with the quotidian" from the PE can generate a kind of deficit in the 7 pedagogical theorization of the discipline, mainly, due to the absence of a characterization of the work empirical study that is committed to an effort to contextualize the practices investigated in its institutional aspects. It bases this thesis by pointing out the contradiction between the proposition of a "theory of practices" of the perspective in question and the weaknesses derived from the way in which the ideas are made, in the sense of not consistently enabling the construction of other modes of legitimize the school PE.

Navegar

Navegando Educação Física por Autor "Almeida, Ueberson Ribeiro"

Resultados por página

Opções de Ordenação