Doutorado em Educação Física

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Navegando Doutorado em Educação Física por Autor "Barbosa, Raquel Firmino Magalhães"

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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 lugar da educação física na educação infantil
    (Universidade Federal do Espírito Santo, 2018-12-14) Martins, Rodrigo Lema Del Rio; Mello, André da Silva; Barbosa, Raquel Firmino Magalhães; Camargo, Maria Cecília da Silva; Gomes, Ivan Marcelo; Ferreira Neto, Amarílio
    The general objective of this thesis is to analyze the forms that have characterized the relationships between Physical Education and Infant Education, through the following dimensions: legal/pedagogical documents that guide the pedagogical practices of Child Education throughout the country; academic-scientific productions of Physical Education on Early Childhood Education; menus/bibliographies of the subjects that theme the Infant Education in the physical education training courses of the public universities of the country and teacher’s discourses of the teachers that work in the public networks of the Brazilian capitals. We hypothesize that the distances between these different dimensions make it difficult for Physical Education to find its place in Early Childhood Education, understanding that this place is expressed by the role that this area of knowledge occupies in this stage of Basic Education. The specific objectives are: a) to analyze the presence of Physical Education in Early Childhood Education based on the assumptions that underlie the National Curricular Guidelines for Early Childhood Education and the National Curricular Common Base; b) to discuss the relationship between Physical Education and Early Childhood Education, through academic and scientific productions of the area and about childhood, in interface with the documents (DCNEI, 2013, BNCC, 2016) that guide this first stage of Basic Education in Brazil; c) identify, through the menus/bibliographies of the subjects related to Early Childhood Education of the physical education training courses of the Brazilian public universities, the points of convergence and divergence that they establish with the presuppositions present in said documents; d) understand, through the discourses, how the teachers who work in the public education networks of the Brazilian capitals develop and base their pedagogical practices, converging or not with the findings in the other dimensions investigated. This thesis combines two different research methods: documentary-bibliographic research (LIMA, MIOTO, 2007) and descriptive-interpretive research (THOMAS; NELSON, 2002). The sources used were: 3 official documents, 117 scientific articles, 76 theses/dissertations, 25 academic papers and the menus and bibliographies of 30 subjects of 18 undergraduate courses in Physical Education. A total of 142 Physical Education teachers working in 10 Brazilian capitals participated in this study. In the process of analysis, the data of Chapters II, III and IV were interpreted with the help of the Iramuteq software, through the instruments of the cloud of words and similarities. In Chapter IV, we used the contributions of the Theory of Social Representations (MOSCOVICI, 2003), focusing on the Central Core of Representations (ABRIC, 2003; SÁ, 2002), to examine the answers that participants gave to our questionnaire. It is concluded that the place of Physical Education in Infant Education is in constant dispute, permeated by tensions (disciplinarization of Infant Education, fragmentation of knowledge, exclusivity/specificity of body/movement) and positions (curricular prescriptions for Early Childhood Education, physical education courses and by the academic community in scientific production). In this way, the subjects that integrate this field (BOURDIEU, 2004) coexist, act and react in function of the diverse contingencies expressed in the official documents, in the academic-scientific production, in the curricula of formation and in the teaching discourses.