Doutorado em Educação Física

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Agora exibindo 1 - 6 de 6

A nova classe trabalhadora vai ao ensino superior: um estudo das práticas didático-pedagógicas em licenciaturas de Educação Física do setor privado no Espírito Santo
(Universidade Federal do Espírito Santo, 2019-02-28) Gerez, Alessandra Galve; Bracht, Valter; González, Fernando Jaime; Neira, Marcos Garcia; Gomes, Ivan Marcelo; Figueiredo, Zenólia Christina Campos
The University Pedagogy is a field which has been intensified, in the past two decades, the reflexions and criticisms about the political-epistemological bases which substantiated the teaching practices in the Higher Education, still considered quite traditional and elitist. In the field of Physical Education (PE) there is a shortage of studies which dwell on university teaching. This reflexions become even more urgent in the current context of expansion of access to the Higher Education, which allowed the ingress of students of the “new working class”, with social experiences and different identities of the student ideal which the university practices tend to value. It is known that the advancement of Higher Education in Brazil was, predominantly, by the private sector, including the mercanthile condition, which in treating the Higher Education as a private and profitable good, deepens the precariousness of the teaching work, which makes it difficult to invest in new curricular and pedagogical experiences necessary to meet the quality requirements in the formation of these students. Accordingly, the objective of this paper was to comprehend the panorama of the privatization of the undergraduate courses in PE in the State of Espírito Santo, as well as the routine of the didactic- pedagogical practices of the lecturers who act in the private Higher Education Institutions (IESs), which are the spaces that serve the most the students of popular origin. Therefore, a qualitative research was made, divided in two steps: in the first, a documental research was realized having as a source the sites of INEP and MEC, which disclose the insformations of the Census of Higher Education in Brazil and the relatories of ENADE, which inform the social and economic profile of the students who attend the undergraduate courses in PE in the Estate of Espírito Santo. In the second step of the research, which consisted in comprehend the routine of the didactic-pedagogical practices of the undergraduate courses in PE of the private sector, 21 (twenty-one) lecturers of undergraduate courses in PE of the regions of Greater Vitória and the countryside of the State were interviewed. All information were interpreted in light of Praxeological Theory Of Pierre Bourdieu and the critical contributions of Bernard Lahire. The results showed that 96% of undergraduate courses in PE offered across the State are in the private network, besides a clear inequality of access between the capital and the countryside. The profile of the students attending these courses is predominantly workers, with income of up to 6 (six) minimum wages, coming from public schools and children of parents with low and medium schooling. The lecturers report allowed to capture that their work is realized, in most times, in a context of precarity, materialized in a hourly work regime, with a big amount of subjects, pressures of ENADE and lack of pedagogical autonomy, situations which become even more dramatics in institutions of mercantile character. About the daily routine in the classroom, they relate that they deal with students with a lot of difficulties in reading, writing and organizing the study routine. Their teaching identities are quite heterogenous, both as regards the conceptions which they have about the PE and the objectives of the higher formation, as in their ways of seeing and facing the system precariety. About the didactic-pedagogical practices, even though they report strategies of action which aim to break with traditional practices of teaching, predominates the dicotomic conception between theory and practice, as well as breeding practices of the traditional teaching habitus which keep the relations of social domination.
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
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
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
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.
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

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