Mestrado em Educação Física

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http://repositorio.ufes.br/handle/10/17598

Nível: Mestrado Acadêmico
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Navegando Mestrado em Educação Física por Autor "Almeida, Ueberson Ribeiro"

Agora exibindo 1 - 7 de 7
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    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.
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    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
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    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
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    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
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    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.
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    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
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    O curso de bacharelado em Educação Física da Ufes e sua relação com o conceito de formação pedagógica
    (Universidade Federal do Espírito Santo, 2025-09-12) Guedes, Alvimar Jorge; Figueiredo, Zenólia Christina Campos; https://orcid.org/0000-0001-9637-4581; http://lattes.cnpq.br/3674967450536858; 0009-0000-3208-012X; http://lattes.cnpq.br/9561221620738183; Almeida, Ueberson Ribeiro; https://orcid.org/0000-0001-9255-4542; http://lattes.cnpq.br/1735265888095821; Silva, Bruno Vasconcellos; https://orcid.org/0000-0002-8001-1011; http://lattes.cnpq.br/7356880573554101
    Our research seeks to understand how the teaching staff of the Bachelor's degree in Physical Education at the Federal University of Espírito Santo (UFES) understands pedagogical formation and how it is materialized in the daily classroom. We chose a qualitative approach due to its subjective nature, its exploratory bias and the spontaneity that this type of approach gives to the research. In addition, the possibilities of developing concepts based on facts, ideas or opinions associated with the research problem and the interpretative understanding make the qualitative method the most appropriate way to empirically capture the object resulting from our work. We also used semi-structured interviews as a data collection instrument, because we understood that, with the establishment of a dialogical relationship between the interviewer and the interviewee, the questions would give rise to new conjectures arising based on the responses of the research colaborators, a total of ten, six male and four female teaches. Regarding the justification, we realized that there is a need to understand the Bachelor's Degree as a proposal for differentiated training that meets the discussion and debate about what is proposed as a curriculum and what is called Pedagogical Training in training. In our final considerations, we would like to point out that there is a diverse understanding of the topic. On the hand, pedagogical formation is seen of a set of tools that teachers use to enhance their teaching practices. On the other hand, we find teachers who give the subject on epistemological bias when, supported by the bibliography of the area and the Human Sciences, they create the possibility of leading students to a moment of reflection that enables debate and discussion with a view to building a critical view of the course and its representation in the social context. The fact is that pedagogical training runs through the disciplines and is sometimes materialized in a limited and reduced way, but also as a dynamic, active and enhancing tool for critical debate as a training and educational instrument, so that it not treated as a simple complement or something secondary, but as a tool capable of breaking with the idea that teaching is just transmitting technique or content.