Mestrado em Educação Física
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Navegando Mestrado em Educação Física por Autor "Almeida, Felipe Quintao de"
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- ItemA "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/5874951331253226The 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.
- ItemDimensões 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/2770893663386217Este 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.
- ItemEducação escolar indígena 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/0000-0002-0311-9651; http://lattes.cnpq.br/5874951331253226; https://orcid.org/0000-0002-9483-4633; Almeida, Felipe Quintao de; https://orcid.org/0000000240565159; http://lattes.cnpq.br/3827408926506567; Saneto, Juliana Guimarães; https://orcid.org/0000-0003-3197-2577; Canon-Buitrago, Edwin Alexander; https://orcid.org/0000-0002-6853-7221This study aimed to investigate how the relationships between teacher training and interculturality occur at Pluridocente Indigenous Municipal School Aldeia Três Palmeiras and the possible implications for Physical Education. Other questions were raised along this path: are there continuing education programs for teachers at Guarani school in Aracruz? How are indigenous teachers selected? What do official documents guide about the indigenous school and what do they understand about it? If and how the Physical Education (PE) of the Guarani school is understood and what are the guidelines for the indigenous school context? The comings and goings in the pandemic context, the changes in trajectories and various difficulties set the tone for the theoretical, conceptual and methodological (re)elaboration of this study. In the context of permanent review of what was being built and from the referrals of the orientation process, when we (re)analyze the documents and reports of the research subjects, we found that the training of indigenous teachers constitutes an important factor in the relationships established at school, in the village and, consequently, in Physical Education. It was in this context that the teacher training process began to gain prominence in the search for an understanding of PE in this scenario. In view of these considerations, the challenge of elaborating this work, in addition to express aspects that involve my/our history/ancestry, as well as my/our identity as a capixaba and Brazilian people, considers the multiplicity of cultural elements resulting from the unfolding of the global modernization process and contemporary factors related to behavioral changes within societies. This movement, according to Balandier (1997), stems from a tension between tradition and modernity, where the new promotes a context of disorder, generating a new order. Thus, the design of the study object, the paths and methodological strategies are also a result of these findings and reciprocal implications. The identification of the school as Pluridocente is a demarcation and signals the intercultural dimension articulated to the knowledge of the ethnic groups and the formal educational field, and brings significant implications for Indigenous School Education and Physical Education. Through participant observation and remote interviews, we were able to survey the data of this study that were recorded from the gathering of information and problematizations that dealt with the multi-teacher school routine and the presence of Physical Education. In the process of systematic review and data analysis, it was possible to identify and analyze two categories: I) relationship between training of indigenous teachers and the interculturality in a Pluridocente school and II) aspects that culminate in the understanding of Physical Education among managers and teachers of the Guarani school. In this case, the Indigenous School Physical Education has been built in the daily life of the school as an expression of the local culture (traditional and sportive), of the non-positive experiences of the past with an emphasis on sports and within a context of the indigenous school with a predominance of teachers from another ethnicity.