Doutorado em Educação Física

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Navegando Doutorado em Educação Física por Autor "Almeida, Felipe Quintão de"

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    O currículo de um curso de licenciatura em Educação Física pós-diretrizes curriculares: da prescrição ao cotidiano da formação
    (Universidade Federal do Espírito Santo, 2019-03-18) Alves, Cláudia Aleixo; Figueiredo, Zenólia Christina Campos; Aroeira, Kalline Pereira; Vago, Tarcísio Mauro; Chicon, José Francisco; Bracth, Valter; Almeida, Felipe Quintão de
    The present study is the result of a dissatisfaction with the way in which studies on the field of training and curriculum in Physical Education have dealt with the National Curricular Guidelines (DCNs) for higher education, in particular Resolutions CNE/CP 01/2002; CNE/CP 02/2002; CNE/CES 07/2004 and CNE/CP 02/2015, which, among other aspects, started to define different training paths for Teacher Training and Bachelor degrees. In view of the positions related to the current DCNs, it is noticed that the studies sometimes present a conception of curriculum as a document that only complies with the law as if it could not be interpreted. It is not known, however, that curricula are carried out in daily life according to criteria established by them and not limited to these guidelines. In addition, it is understood that the debate around the DCNs has ignored the fact that the curricula are realized also in the quotidian of the formation. Therefore, the objective of this investigation is to know the repercussions of the DCNs in the dynamic process that involves (re)interpretation, (re)appropriation and (re)invention of the curricular document in the daily life of a degree in physical education, of an Institution of Higher Education. In order to understand the repercussions of the DCNs in three instances: in the formative and professional projects of the students, since the students would have to choose the degree or the baccalaureate before entering the course; in the valuation of the knowledge in the curriculum, in order to verify if the DCNs were able to change the scientific tradition of the physical education in the curriculum of the institution investigated; and, finally, in the identity of the degree, in order to know if the training of teachers was configured as the central objective of the course. For that, an ethnographic study was conducted, with a one-year follow-up of the curricular routine of the School of Physical Education, Physiotherapy and Occupational Therapy (EEFFTO) of the Federal University of Minas Gerais. The thesis is that the DCNs occupy a secondary place in the way the curricula are carried out in the daily life of the formation, since the modes like EEFFTO, the teachers and the students conceive the Physical Education as academic, scientific area, of professional formation, and also as a curricular component, end up having greater repercussions in the process that involves the mediation between the prescribed curriculum and the lived curriculum. The results reinforce the thesis in identifying that the DCNs, although they had provided legal conditions for the creation of a curricular proposal that was aligned with the identity of the Degree, which in fact was successful, could not, within the curriculum lived, delimit this identity, since there is no consensus about this identity between students and teachers. It was found that the DCNs did not manage to substantially alter the training and professional projects of the students who entered the course, nor did they break with their criteria for valuing their knowledge. In the latter case, it was found that aspects unrelated to DCNs such as hierarchization and the way knowledge is treated in the educational process, as well as the relation of knowledge to professional practice, had a greater influence on the students' evaluation criteria of the disciplines. Finally, the study potentiated the notion of curriculum as a social construction, marked by conflicts arising from the different ways of conceiving Physical Education both epistemologically and politically.
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    O hibridismo brincante : um estudo sobre as brincadeiras lúdico-agressivas na Educação Infantil
    (Universidade Federal do Espírito Santo, 2018-02-23) Barbosa, Raquel Firmino Magalhães; Mello, André da Silva; Ferreira Neto, Amarílio; Almeida, Felipe Quintão de; Gomes, Cleomar Ferreira; Pereira, Maria Beatriz Ferreira Oliveira
    This research has as object of study the playful hybridity, comprehended by crossovers actions and symbolic aspects that arise from distinct behaviors during the game, in the case of this study, the signatures of playfulness, aggressiveness and nonsense (homo ludens, homo violens and homo demens), materialized in the ludic-aggressive play in Early Childhood Education. The thesis is guided in the possibility of playful hybridity favor the socialization, the manifestation of protagonism, positive reading for the symbolic processes of children and the mediation of the Physical Education teacher. The following issues will guide the study: what’s the paper of playful hybridity into the culture pairs of children? What are the meanings that children attribute to ludicaggressive play? How can the playful hybridity contribute in the pedagogical interventions of Physical Education in Childhood Education? Having the main objective understand playful hybridity in ludic-aggressive activities of children at Early Childhood Education and from his understanding, signal possibilities interventions and pedagogical reorientation with Physical Education in this context. And as specific objectives: investigate the deployment of the relationship between ludic, aggressiveness and nonsense in playful situations; analyze the meanings, the factors and the moments that lead children to express interest in ludic-aggressive play; signal connection practical possibilities of the pedagogical work of the teacher and the playful hybridity elements in daily lives of children. Therefore, the type of research was adopted ethnography, with the use of reactive input method and participant observation. The subjects of this research were 60 children between four and five years old, 02 teachers of Physical Education who work in groups surveyed, 01 secretary, 01 pedagogue and 01 manager (director) of a Centro Municipal de Educação Infantil de Vitória/ES. The data sources used were the registration on field diaries, photographs, records, audios, semistructured interviews with teachers, stories and enunciation captured in episodes of interaction produced by children in Physical Education classes and recreational moments. For analysis, the construction of coding categories and qualitative analysis of episodes of interaction was performed. As a result, it is expected to contribute, through the playful hybridity, to the visibility of creative, social production and protagonist of the playful subjects in pedagogical practices of Physical Education in Childhood Education, allowing a new look at this type of play that constitutes as a sui generis knowledge the child pairs culture and provides a learning experience for "nonviolence".
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    O yoga no Serviço de Orientação ao Exercício (SOE) em Vitória: ambivalências acerca dos significados atribuídos a uma prática corporal oriental
    (Universidade Federal do Espírito Santo, 2018-12-15) Gomes, Ligia Ribeiro e Silva; Galak, Eduardo Lautaro; Almeida, Felipe Quintão de; Kurek, Deonir Luis; Damico, José Geraldo Soares; Romera, Liana Abrão; Martins, Mariana Zuaneti
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    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.
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    Produção dos saberes curriculares nas práticas pedagógicas: pensando a Educação Física nas Escolas de Ensino Fundamental de Vitória (ES)
    (Universidade Federal do Espírito Santo, 2021-04-23) Silva, Bruno de Oliveira e; Almeida, Felipe Quintão de; https://orcid.org/0000000240565159; http://lattes.cnpq.br/3827408926506567; https://orcid.org/0000-0002-1729-651X; http://lattes.cnpq.br/1942082788225046; Martins, Mariana Zuaneti; https://orcid.org/0000-0003-0926-7302; http://lattes.cnpq.br/7281518704205888; Souza Júnior, Marcílio Barbosa Mendonça de; https://orcid.org/0000-0003-4138-4330; http://lattes.cnpq.br/2301804733279968; Gomes, Ivan Marcelo; https://orcid.org/0000-0002-0311-9651; http://lattes.cnpq.br/5874951331253226; Neira, Marcos Garcia; https://orcid.org/0000-0003-1054-8224; http://lattes.cnpq.br/5159221005050962
    This thesis study is located in the concentration area “Pedagogical and Sociocultural Studies of Physical Education”, in the research line “Physical Education, daily life, curriculum and teacher training” of the Postgraduate Program in Physical Education of the Federal University of Espírito Santo (PPGEF/UFES). Its objective was to problematize, analyze and understand how the relations of knowledge are produced by the subjects in the state curriculum proposal of Espírito Santo (ES) for Physical Education and its pedagogical interventions/practices in the State Schools that have Elementary Education in the city of Vitória/ES. The research was organized in three movements. a) Introductory aspects and Chapter 1: goes back to my story; shows the construction of the object, objective and research questions; rehearses a brief debate on curriculum as language; outlines my investigative paths, based on cultural studies and guided by the Basic Curriculum State School (CBEE) as pedagogical/cultural artifact, in the ten semi-structured interviews (six teachers, two pedagogues, two directors), in the field diary of the Alpha, Beta and Gamma Schools held in the academic year of 2018, and in the cultural analyses of the Circuit of Culture. b) The second movement deals with the operationalization of the Physical Education curricular component and its relations of knowledge. Chapter 2 focuses on prescribed documents that may have curriculum intentions (LDB; DCN; CBEE; PP’s and documents produced by the teachers), seeking to guide an educational and schooling project for the subjects, based on the precepts of the world of work, skills and abilities. In the third chapter, I analyze the prescribed, the said, the seen and the lived knowledge/content, permeated by: the pedagogical and discursive practices; the (im)possibilities of the school routine; and the relations of knowledge. Thus, understand the links of PE with "body culture" and/or “human body culture” and the understandings in the school spacetime about what the curricular component is: i) normalized and bureaucratic; ii) responsible for a certain control of behaviors; iii) salvationist and value-building by itself, instituted in sports and health practices; iv) the component that bothers. c) The last movement analyzes the management, planning, organization and structure of Physical Education in Schools. The fourth chapter subscribes to the conditions between what is expected and desired by the administrative body and what teachers and students think to be possible to accomplished, pointing to different discourses and desires. The last chapter verbalizes about “how” and “who” does Physical Education in the school curriculum, showing that classes are made up of relationships and tensions between institutions, subjects and knowledge that flirt or refute their intervention rituals/practices with pedagogical investments/divestments, according to the micropolitics of negotiations of/in/with the school routine. Finally, it is this set of movements and relationships that define what Physical Education is in each space-time of the schools, transforming this component at times into critical reflections on social, cultural and political elements, at other times in ritualistic activity of occupation of schooled subjects.
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    Sobre as presenças e ênfases dadas ao tema da saúde na formação inicial em Educação Física no Centro de Educação Física e Desportos da Universidade Federal do Espírito Santo
    (Universidade Federal do Espírito Santo, 2018-07-31) Oliveira, Victor José Machado de; Gomes, Ivan Marcelo; Fraga, Alex Branco; Ferraço, Carlos Eduardo; Almeida, Felipe Quintão de; Bracht, Valter
    I investigated the presence and emphasis of health related themes in the educational curriculum for professionals pursuing a degree in Physical Education. I was inspired by cartography oriented research to follow frameworks and other procedures during the data collection process. I identified three main theoretical frameworks: 1) studies which investigated strategies of networking within the curriculum; 2) studies which expanded health related concepts and 3) studies focused around Giddens’ Structuration Theory. This field of research started to expand in 2017. I decided to focus on the routine within the training curricula for the Physical Education and Sports Center program of the Federal University of Espírito Santo. Initially, I gained access to Pedagogical Course Projects (PPC) for licenciate degree and bachelor’s degree Physical Education. After reading their documentation, I analyzed narratives and emerging topics related to health. I conducted semi-structured interviews with teachers who participated in the process of development of the documents. My first analysis focused on teachers as individuals. For such, I looked at curricula vitae and public health tenders oriented aspects of their education. I accessed their curricular experiences across four different disciplines. Two disciplines at bachelor’s degrees and two at licenciate degree. I documented field diaries for one semester. I have also conducted semistructured interviews with the teachers. The analysis of the data pointed to some hypotheses: 1) the political-epistemological orientations of teachers influences the conformation of the presences and emphases of the health theme in the training curricula; 2) however, these same orientations are not loose in the time-space being influenced (at the same time that they influence) the structure (duality of the structure); 3) the structure is composed of programs (REUNI, Pro-Health), policies and postgraduation that constrain the training curricula; these constraints create certain conditions of possibilities for the health theme. The analyzes of the data produced lead to the climax of the research when we observed five presences and two emphases of the health theme. We conceptualize presence as the objectification of empirical elements in which the health theme is assumed in the training curriculum. The presences are: disciplinary, of practice as the forming axis, minimum (or embryonic), curricular (or PPC narratives), and academic (or teacher training). Emphasis is understood as the effects generated by affections always linked to presences. The emphases are: technical-scientific, biophysiological and biomedical; and pedagogical, public and collective. The presences and emphases point to two paths that are produced for the formation of the area. The first corresponds to the hegemony based on the Natural and Biological Sciences that reduces the possibility of listing an expanded perspective of health. The second is linked to the emergence of other paths from the Social and Human Sciences and Collective Health. We observe potentialities to outline other directions and training policies in Physical Education for dealing with health in a variety of fields. The strengthening of emphases related to Social and Human Sciences and Collective Health in training curricula are important. These perspectives have allowed us to look in other ways at the complex phenomenon that Physical Education deals with, which is the human body movement in its interface with corporal practices. It is necessary to continue along this path, reaffirming training policies that enhance SUS, contexts, meetings, people; in short, life beyond a concept of health restricted to the subject of disease