Mestrado em Educação Física

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Práticas curriculares da educação física na educação infantil : um estudo de caso
(Universidade Federal do Espírito Santo, 2007-12-21) Nunes, Kezia Rodrigues; Ferreira Neto, Amarílio; Carvalho, Janete Magalhães; Jesus, Denise Meyrelles de; Votre, Sebastião Josué
The work is about the study of the Physical Education concerning Children’s Education curriculum, highlighting, giving value and a new meaning, with the school subjects, the knowledge-production. Its investigative locus is the Municipal Center of Children’s Education of Vitória/ES that is engaged with the collective construction of possibilities of education and care of children under six years old through the discussion of the Political-Pedagogical Project. As instruments of data collection, it uses the documental analysis, semi-structured interview, focal group, participant observation, photographical records and journal field. It investigates the spaces of a collective discussion, the documents systematization, the proposals and institution actions, as well as the comprehension of the Technical-Pedagogical Board (CTA) and the teachers related to the curriculum’s objectivities and the collaborative relations of the work. The findings indicate the presence of Physical education as a nonstop way in the institution, in the last 16 years, although records of teachers or of CTA were not found about such pedagogical practice. It also points the existence of two interpretative communities, of regent and specialist teachers, because of a certain resistance in guarantying spaces of discussion and collaborative actions. About the pedagogical practice of the Physical Education, it analyses, discusses, investigates and interferes with teachers about the possibilities of work that value the school community knowledge. It identifies changes in the methodological organization of the classroom, in the evaluation and relation with children. Finally, it proposes an organization for the Children’s Education work that, even keeping the disciplinary format, wants to be materialized in a non-disciplinary format, in order not to promote a specialization in the pedagogical practice with little kids.
Regenerar, civilizar, modernizar e nacionalizar : a educação física e a infância em revista nas décadas de 1930 e 1940
(Universidade Federal do Espírito Santo, 2008-03-06) Berto, Rosianny Campos; Schneider, Omar; Ferreira Neto, Amarílio; Silva, Otávio Guimarães Tavares da; Simões, Regina Helena Silva
The work aims at understanding the way how the representations on children education in or outside the school were produced and transmitted during 1930 and 1940, investigating how the knowledge was approached by different groups of intellectuals that projected Physical Education in that period. It uses as sources/objects the Revista de Educação Física (do Exército) and the magazine called Educação Physica, periodicals circulating simultaneously during the years 1932 and 1945 in Brazil, and constituted a documental study corpus. The first one is a strategic device of the soldiers of the Escola deEducação Física do Exército and the second, produced as tactics that represent the ideals of a group of Physical Education teachers linked to the Christian Association of Boys. It analyses the way the prescription produced by the intellectual groups that supported the periodicals, for instance, necessary knowledge to the children education circulated in that period. It uses as theoretical referential the cultural history and the propositions related to the attention to objects in its materiality. This way, the study stands out the discursive and non-discursive devices that modeled the ways to give meaning to Physical Education when highlighting children education. It examines the representations fights(CHARTIER, 1988) by actors who, in the production of the printed material like power places (CERTEAU, 2004), made knowledge to circulate and gave to reading and seeing exemplary forms of projecting Physical Education as a school subject and as an extra-curricular practice. The thematic transmitted by the magazines make possible the visualization of approximations and separations among them, so that similarities were indicated in relation to prescriptions for Physical Education. When centered on children education, both circulars had as motto the senses education. It is also possible to note that both periodicals present the game as the main content prescribed for children, it would assist best the children peculiarities, emphasizing that, in the school ambit, such prescriptions used the French method as parameter, made official in Brazilian schools. Thus, when looking at the ones who produced the periodicals and the ones who wrote for them, it is possible to note the existence of certain circulation of that actors by space in constitution, it is possible to realize representations shared and the cordialities relations, creating sociability nets (SIRINELLI, 1996) at the same time when it is possible to highlight that, in this movement, the competition by the dominion of such place of authorized speech is present. The prescriptions transmitted in the magazines enabled the understanding that the Physical Education school ideal was marked by places of power where actors from different groups of the magazine used to speak. However, the knowledge indicates common goals focusing on the formation of “children souls” and the preparation for the future. Education project that implicated the change of behaviors and acquisition of healthy and hygienic habits thatcould reflect an ideal of new man and of regenerated race, accordant with the modern proposals in evidence in the first decades of the twentieth century in the country.
Os-As professores-as de educação física e sua condição docente : aprendizagens e sentidos da profissão
(Universidade Federal do Espírito Santo, 2008-05-20) Fraga, Rosana Dias; Figueiredo, Zenólia Christina Campos; Bracht, Valter; Ferreira Neto, Amarílio; Molina Neto, Vicente
Taking the narratives of twelve physical education teachers from the Municipal School District of Vitória, ES as a starting point, this study seeks to understand how educators construct their teaching practices and personas. Teachers are protagonists, authors of their own practices, who, throughout their journeys and in the social contexts in which they live/have lived, construct and reconstruct the knowledge which they utilize in their daily lives, going beyond their formal, academic preparation. In this way, teacher preparation is understood as dynamic and never as complete. The study seeks to understand the processes experienced by physical education teachers as they construct themselves as educators -- the situations in which one becomes a teacher. These experiences transverse their social and personal contexts, their initial and continuing educational processes and the pedagogical practices developed in their schools. It is presupposed that in-service teachers working in a school are installed in a privileged locus, thus justifying the choice of using acting teachers as the subject of this study. The choosing of research subjects and the collection of information happened in stages, with each stage utilizing a different research instrument: questionnaires, memorials and interviews. Based on analysis of the data collected with each one, and remaining attentive to the need to deepen or amplify the information obtained, other data collection techniques were selected throughout the course of the research. A dialogue between theory and empiricism was created throughout the text as the theory being studied was articulated through the information collected from the research subjects, highlights of which include: the construction of professional identity, teacher education and learning to be a teacher, teaching practice and motives for remaining in the profession. Data analysis shows the unique and individual ways in which each professional perceives himself/herself in this process of constructing oneself as a teacher, each profile reconfigured in accordance with the roles and social situations in which that professional lives/lived. The research will be able to collaborate with the creation of a better understanding of the profession of physical education teacher as well as contributing to the elaboration of new policies for teacher education and teaching practice.
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.
A reflexividade nos discursos identitários da capoeira
(Universidade Federal do Espírito Santo, 2008-07-07) Almeida, Juliana Azevedo de; Soares, Antônio Jorge Gonçalves; Silva, Otávio Guimarães Tavares da; Vieira, Luiz Renato
The research identifies how the “capoeira” identitary narratives are structured and legitimated, having as basis the reflexive modernity. The reflexive process takes place through the information between the different fields of knowledge production about a determined social practice that is always under reformulation (GIDDENS, 2002). This way, the study verifies how the “capoeira” discourse interpretation produced by practitioners and academics in the speeches of the daily life and texts is made. First of all, it maps and analyses the discourses about the “capoeira” linked to the magazine “Revista Brasileira de Ciências do Esporte” (RBCE), concluding that the same brings, between the lines, the conservator and nationalist tone that intends to rescue/preserve ethno cultural “capoeira” trace. After, it identifies and interprets the elements and ways of identitary affirmation produced in a “capoeira” group, tracing a parallel with the academic discourses analyzed. The work has as methodological tool the ethnography and uses the participant observation and semi structured interviews as instruments for data collection. It proves the existence of reflexivity among the discourses of the fields mentioned; however, it calls attention for the articulation with other systems of information production and for the factors of the reflexive process that filters the knowledge and promotes the specificities of each “capoeira” group and each society. Besides, it points the relations between the representations of the practical environment and the reality of the Brazilian society, highlighting that the practitioners discourse is more innovator than the academic one. Although, in essence, both discourses are similar, because they value cultural elements (re)affirming the Brazilian way and reproduce values of a country marked by traditionalism. Such tendency of discourses, besides searching for standing out the “value” of “capoeira” in the markets, it also represents a way to make stronger the links with the nation in the midst of risks and uncertainness of the modernity. It concludes that, in “capoeira”, the reflexivity is manifested in an incomplete way, what represents the actual reality of a country that is in process of modernization and, consequently, of reappearing of the national
Práticas de formação continuada de uma professora de educação física : ocultações, contradições e possibilidades
(Universidade Federal do Espírito Santo, 2008-08-11) Heringer, Dionésio Anito Teixeira; Figueiredo, Zenólia Christina Campos; Bracht, Valter; Chicon, José Francisco; Santos, Lucíola Licínio de Castro Paixão
It is about a study case which the formation practices are analyzed at the moment the Physical Education teacher of one of the municipal schools of Vitória tries to put into effect the formation proposals foreseen in the policy suggested by the Municipal Council of Education. It dialogues with authors who have been contributing with studies related to that field, trying to map the continuing formation in its conceptual evolution and in the ways it has been manifested. Consequently, it identifies the focus change in this movement that, considering a conception essentially positivist, advances to an epistemology of phenomenological and/or inter rational. It debates the responsibility of different instances linked to the formation movement: central management, formatting instances, schools and teachers, in the accomplishment of formation practices. It also discourses on some important occultation present in that field, generated by cognitive consensus that creates illusory projects for the situations realized under the optic of such consensus. In the analysis, it identifies some tensions and possibilities daily lived by teachers when trying to put into effect the formation actions foreseen in the politics. It stands out the central management as the one that has assumed, in a more effective way, the organization and definition of space/time of continuing formation. It points some possibilities of approximation with the Federal University of Espírito Santo (UFES) and calls attention for the necessity of an autonomous movement, thought and articulated through the formation instances, assumed with autonomy and criticism. It describes the conceptual coherence of the formation policy, if confronted with the programmatic ideology presented by the Municipal Education Council, at the same time that identifies some distance between what this conceptual basis shows and the foreseen actions by the central administration. It analyzes the school and the way how its organization favors and/or makes difficult the formation practices built and developed in an individual way and/or collective in the interior of such teaching unit, showing the policy of human resources of the City Hall as a determinant factor in the limitation of articulation possibilities of the collective of that teaching unit. Finally, it gets closer to the Physical Education teacher who is the a collaborator of the research to reveal how the school space is organized, which is determinant in the limitation or constitution of the formation practices and presents the level of involvement and complicity of the ones involved as an important factor of the investigated context.
No cotidiano da inovação e a inovação no cotidiano da prática pedagógica em educação física
(Universidade Federal do Espírito Santo, 2008-09-15) Silva, Mauro Sérgio da; Bracht, Valter; Vago, Tarcísio Mauro; Carvalho, Janete Magallhães
This essay aims to understand how a pedagogical practice is built which seeks to break with the tradition of Physical Education with the means of the reconstruction of the school culture of this teaching subject. Besides, it searches to provide to this experience a greater visibility about the possibilities built for the Physical Education classes. It discusses a case study of ethnographic nature, done with a teacher of the Education Municipal System of Vitória-ES who seeks to reconstruct the school culture of Physical Education. Some instruments of data collection were used, such as: field diary, interviews, dialogue records, photographies and videos. The pedagogical practice presented and discussed in this research is characterized by the preoccupation in democratizing the knowledge dealt with in the Physical Education classes, providing through the learning-teaching process, the enlargement of the heritage of the students concerning the study themes of the movement body culture. The teacher seeks to build a change in meaning of doing Physical Education, being mentioned the dimensions of knowing-how to do, knowing-about-the-how to do and to know-how-to relate. It also focuses the teacher‟s creativity in facing the resistances and conflicts arisen by such practice. We noticed that the search for professional recognition and a loving relation, constituted references for the development of the learnings in a contextualized and coherent manner with the school reality. The Physical Education class in the investigated practice constitutes itself in a social meeting when sensations and positive and/or negative feelings are lived and generate conflicts, such conflicts are mediated by the tender and respectful relation between both students and teacher. We used Honneth‟s recognition theory (2003) as an alternative for an analysis of issues emerged from the practice. We aim with this research to provide a greater visibility to the practices built in a school context favorable to the sharing of ideas, in which the critical and collaborative dialogue arouses new possibilities for the practices can be thought and improved from the collective reflection.
Inserir a Educação Física no currículo : uma prática pedagógica realizada no cotidiano
(Universidade Federal do Espírito Santo, 2008-09-15) Rodriguez, Leonardo Lima; Bracht, Valter; Garíglio, José Angelo; Ventorim, Silvana
To consider Physical Education as a curricular component that participates in a school teaching planning execution representes in the everyday school life, countless possibilities since the variables which caracterize those school conponents are in great number like the teacher’s idiosyncrasies that organizes it, the material conditions and infrastructure, the space and time arrangements, the immediate social conditions that circles the school, the practices that are materialized in time spaces Physical Education classes that inscribe in the school grounds a particular history of that component – history that sets up history – the path of the school itself that shelters those classes. This text is enriched of those unrests once it shows a research which was mobilized to identify some variables about Physical Education insertion in two Elementary Schools. The main orientated question of the search was: How physical education by two teachers practices is insert in two distintive schools? Many other derived questions emerged after that one, all of them are related to the study areas: Curriculum, School Culture and Everyday Life. Those distintive areas were broached in the search by the comprehension of the Physical Education insertion in two schools, that insertion has been taken as the creation – in the action curriculum of Physical Education cultures (SACRISTÁN, 2000). In this meaning this work sites the pedagogical practies of the Professors J. and M. The Physical Education insertion according to the Professor J’s practice internal logics, identified as the creation of an integration culture between Physical Educaton with the school. And the Physical Education insertion according to the Professor M’s practice logics identified as the Creation of a Physical Education culture not foreseened.
Escolarização e Educação Física : aproximações a província do Espírito Santo
(Universidade Federal do Espírito Santo, 2008-10-29) Santos, Karen Calegari; Paiva, Fernanda Simone Lopes de; Simões, Regina Helena Silva; Faria Filho, Luciano Mendes de
To understand the process of schooling of the Physical Education it was necessary to take a glance back to the century XIX and identify in the official speech the possibility conditions that allowed the Physical Education to be engendered at school as a discipline. For so much, all the information regarding the provincial education was mapped and classified, and some studies concerning the theme that involves both the history of the Education and the history of the Physical Education were mobilized, so that it was possible to establish a dialogue between them, and give visibility of how the organizational procedures of the public instruction took place in Brazil and in the state of Espírito Santo. This way, indications were uncovered about the presence of Physical Education in the culture of the century XIX and at school, in which it was being invented through the body care, public and private hygiene, and the norms of conduct inside schools and in the social spaces.
A ação-reflexão-ação dos saberes docentes dos mestres de karatê : construindo indicadores para a transformação da prática pedagógica
(Universidade Federal do Espírito Santo, 2008-11-21) Lopes, Yúri Márcio e Silva; Silva, Otávio Guimarães Tavares da; Borges, Carlos Nazareno Ferreira; Carvalho, Francisco Mauri de
Derrotas da seleção brasileira : futebol e identidade nas crônicas de Tostão
(Universidade Federal do Espírito Santo, 2009-04-23) Costa, Felipe Rodrigues da; Soares, Antonio Jorge Gonçalves; Silva, Otávio Guimarães Tavares da; Ferreira Neto, Amarílio; Salvador, Marco Antonio Santoro
This study fits into the theoretical framework that seeks to understand the identity construction processes in football. The identities are continually affirmed in the contested space of social memory, in the different sources of record. The objective of this research is to analyze the process of identity construction of the Brazilian football from speeches and pictures of nationalities present in the discourse of sports chronic journalism. In order to delimit the focus of observation, the study takes Tostão, exfootball player and renowned sports chronicler, and his sports chronics as a source to analyze how this character participates in the construction of social memory and in the identity of the national football. A total of 766 chronic was raised and categorized in 21 categories. From this analysis were selected about 40 chronics. The theme of further approach by the chronicler Tostão is the Brazilian National Team, which was subject of 368 chronics (corresponding to 48,04% of publications between 1998 and 2005), which justifies the choice of this thematic. The reading of this period set, besides the familiarization with the object to be studied, the selection process of the subject to be discussed along the study. It also focuses on elements of the biography of Tostão as a player to understand how this actor negotiates and affirms in the present a identitary ideal for the Brazilian football. By the analysis of the speeches presents in the moments of failure of the Brazilian football, this study seeks to identify the narratives of maintenance of discourse of the “art- football” characteristic of the Brazilian football, and the discursive context made by the chronicler Tostão. Thus, it works the notion of the discursive context and the speech analysis, valuing the constructed signification and interpreting as close as possible from the assigned meaning. I concluded there is an attempt from Tostão to gain the recognition that would be due to him inside the representativeness of the 1970 FIFA World Cup conquest, in Mexico, realizing, in his facts review, the desire to be rethought his place beside players related with the genuine Brazilian football.
Experiências profissionais na escola e os sentidos da educação física
(Universidade Federal do Espírito Santo, 2009-04-24) Loyola, Rosangela da Conceição; Della Fonte, Sandra Soares; Figueiredo, Zenólia Christina Campos; Bracht, Valter; Günther, Maria Cecília Camargo; Cararo, José Américo
The current study aims at understanding in what way professional experiences make Physical Education a singular subject in the school context. We developed the research at a city school in Vitória-ES. In this sense, we searched for interaction spaces in which there were a greater number of experiences made by professionals. The approximation with the problem and the interpretations were based on the action theory. We chose a methodology of qualitative approach for the ethnographic study and for the participant observation. For so, we used as an instrument of data collecting the dialogs established with the professionals, the observation of spaces/interaction time, the analysis of the documents produced by the school. The subjects of the research were: the School Principal, the pedagogical professionals, the class teachers and the Physical Education instructors. As a result, we found four fundamental categories. Physical Education appears as a joker, a smaller subject, the Center of festivities and a place of great tension between professionalization and non-professionalization. The legitimacy of Physical Education into the Institution comes not for the recognition of its contents, but for the potential of support to the other subjects, its content and institutional organization. The representations built around Physical Education in this school cannot be abstracted from its specific knowledge, a fact that sometimes may not be noticed by professionals. In this conflicting game, Physical Education is sometimes in a way to be valued, sometimes in a way to be devalued as this devaluation tends to move through the school universe and although there was a certain meaning of appreciation of the subject in some punctual moments, sometimes fragile ones have occurred
Esporte e valores sociais
(Universidade Federal do Espírito Santo, 2009-07-25) Kirst, Flavio Valdir; Silva, Otávio Guimarães Tavares da; Reppold Filho, Alberto Reinaldo; Bracht, Valter
There is a consensus on the fact that the sport, as socializing tool, could be a source of social guiding values, whether positive or negative. However, there is a lack of empirical data to support such consensus. The aim of this paper was to investigate if the sport values are, in fact, present in other spheres of sportsman/sportswoman social life, taking as theoretical references the Critical Theory of Sport and the Theory of Brazilian Dilemma. We adopted a semi-structured questionnaire with five attitude scales related to the following categories: 1) discipline, 2) ability of social navigation, 3) fungible principle, 4) meritocracy, 5) principle of performance, 6) reorganization of order. The research locus was the national round of the 15 to 17 years old School Olympics (João Pessoa, PB, 2008). 498 questionnaires was released to athletics, basketball, futsal, judo, handball and volleyball athletes. 261 questionnaires were answered. The Chi-Square was used to test discrepancies according to sex and sport. To better interpret data, in-depth interviews were conducted with 21 respondents. The results confirmed Critical Theory postulates related to the categories ‘discipline’, ‘fungible principle’, ‘meritocracy’ and ‘performance principle’. However, one could observe divergences toward the notions of unconditional respect of the rules and hierarchies, the belief of the victory as a personal merit, and the winning as a ultimate goal. On the other hand, the results confirmed postulates related to the categories of ability of social navigation, meritocracy and the reorganization of order of the Brazilian Dilemma Theory. One could assert an uncertainty between opposed social values. Thus, we can think on complementarities between different social theories rather than an opposition.
A capoeira na roda da escola e seu jogo com as ambivalências, as contingências, as incertezas e os conflitos
(Universidade Federal do Espírito Santo, 2009-08-07) Penha, Vinícius; Bracht, Valter; Borges, Carlos Nazareno Ferreira; Chicon, José Francisco; Falcão, José Luiz Cirqueira
The objective of this dissertation is to investigate the Capoeira process insertion, a bodily cultural movement manifestation, in the school context, approaching the following subjects as research guides: How Capoeira goes into the schools? What are the impacts that Capoeira suffers to become a dimension of a true culture in the school context? The answers of this questions are linked to discussions related to the school, the culture, the physical education and Capoeira, having as methodology of research, the field work with beliefs of a qualitative research, involving cases like ethnographycal “type”. In this way, two elementary schools located in Serra City, Espírito Santo State, were chosen as a research field for this work development; During a visit to one of this school was possible to observe not just the Capoeira’s classes through the Capoeira shop, but also the physical education classes, approaching its school context insertion process, considering a school that works based on beliefs of a solid modernity, therefore, having as target to establish and keep the order. Along this work, will be related about this objectives problems, mainly in the established relations between the Capoeira and the physical education. In another school, the observation was centered only at the Capoeira shop, because it inserts itself in the school through sport. We reinforce that in both school, the Capoeira shop performs through a federal government program, called Programa Escola Aberta. It will be described about the problems related to the way to define what Capoeira is. However, there is not purpose to state the Capoeira insertion model in school context, but to know one of the ways that Capoeira was inserted in a determined school context. In this way, we investigated how Capoeira is approached in the schools and how its agents deal with the ambiguities, the uncertainties, the contingencies and the existing conflicts in the school context that must be considered as positives points in the education process, once that they allow to increase the knowledge production possibilities.
Explorando esquemas de ação : o professor como ator plural
(Universidade Federal do Espírito Santo, 2009-09-04) Pellegrini, Roberto Passos; Paiva, Fernanda Simone Lopes de; Drago, Rogério; Bracht, Valter
The main goal of this research is to identify a teacher’s way of actions in her professional practice, considering homogeneity and heterogeneity contexts through which she lived. It was based on the teacher’s narrative (concerning personal and familiar contexts) and also on the observation of her actions in different situations in a particular context. The analysis was established mainly on two ways of actions in the perspective of noticing how they were incorporated, and how these ways of actions took place in the teacher’s interaction with the situations she dealt with in her teaching practice. The results were shared with the teacher as a reflection, and to contribute with possible changes in her practice. The theory used was “Teoria do Ator Plural” (Theory of the plural actor) b y Bernard Lahire (2002) which tries to identify the plurality of ways of actions incorporated, how they are built and used by actors that interact in different contexts. The theoretical reference is based on the theory about the actions which tries to answer the questions about the actor’s acting in relation to the world. This research was developed in a local school in Vitoria, Espírito Santo, with only one teacher from February to December 2008.
O percurso da educação física na educação infantil no município de Vitória (ES)
(Universidade Federal do Espírito Santo, 2009-09-29) Anjos, Aline Rodrigues Oliveira dos; Bracht, Valter; Della Fonte, Sandra Soares
The aims of this paper are: comprehend the process of inplemantion/crises of Physical Education in the Child education in the municipal system teaching of Vitória/ES; build the arguments that justified the insertion of this subject in this educational system; and verify how teachers experience Physical Education in Child Education.The focus of this work is the construction of the school subjects, emphasizing the insertion of Physical Education in Child Education.Trace a fast historic broad view of this insertion in the educational system of Vitória.To help in the understanding of how this process is configured, exposes the thinking of some authors connected to the history of school subject to, after that, dialog with the trajectory of Physical Education in the Child Education in the system in question.The way delineated to this investigation persued the following trajectory: at first place, it searches a theoretical revision about the scenery of Child Education in Brazil and its “curricular” discussion; afterwards, enlarge the debate about Physical Education in Child Education; and, after, makes a historical recover (documents/memory) of Physical Education in Child Education of educational system of Vitória. Uses the exam of documents and collects information with the teachers that participated of the implementation (first moment) of Physical Education in Child education in this municipality.At last, proceeds the analyzes of the documentation found and the interviews. The analyzes of the mentionedcourse, allowed to identify different influencial factors of the implantion and the crises of Physical Education in Child Education in this educational system, among them the interests of groups of tension were school teachers, Physical Education teachers, and parents. Other factors are related with the economic, financial and political stress resulting of the insertion process of a “new curriculum component”. Despite recent advances, continues as challenges to Physical Education in this teaching segment: the pedagogical assertion through effective integration to the systemized educational process of Child Education; the initial training and the continuing education of Physical Education teachers capable to act in this specific segment; a systematization and organization of a specific content; and a better elucidation of the objectives of Physical Education in Child Education.
Educação Física Escolar: práticas de pesquisa e saberes científicos em revista (1979-2009)
(Universidade Federal do Espírito Santo, 2009-11-27) Corte, Rachel Borges; Ferreira Neto, Amarílio; Schneider, Omar; Lovisolo, Hugo Rodolfo
Aims to understand how were produced and broadcasted the representations presents in the discourses of the scholar Physical Education articulists on research practices and scientific knowledge in the last thirty years (1979-2009), and the representations of the historic process of the scientific thought consttuition of the ground through the employed theory-methodological resources by the researchers. Uses as source the Revista Brasileira de Ciências do Esporte (RBCE) (Brazillian Science of Sports Magazine), chancelled by the Colégio Brasileiro de Ciências do Esporte (CBCE) (Brazillian College of Scienece of Sports). The magazine appropriates itself of the discourses of the called “mother sciences”, aiming to be recognized as scientific authority of the ground. Understood as a strategical device of the senses conformation, the RBCE uses its power to determine what deserves to be broadcasted or/and to be preserved in the scientific área. Analyze the way of circulation of the Physical Education knowledge, its practitioners and practices. Has as theory reference the Chartier (1988) proposals on the representation fights by the scientific authority in an area full of interests and strategies that begins in the specific place of power (CERTEAU, 2007) - the CBCE. Among this author proposals, was also mobilized the notion of appropriation. The methodological basis was supported by the Ginzburg (2003) indiciary paradigm through wich was investigated what was said and not said in the publication. Was observed that studies on school appear fragmented into several issues, with various themes, using the space and its practitioners as a fertile ground for research, indicating that much has been published, but there are few studies that are aimed to pedagogical practice aiming at their reframing. Moreover, concludes that the specific theorizing on Physical Education focuses on the integration of different approaches, setting up a synthesizer theorizing knowledge in the light of the specific needs of educational practice.
As artes de fazer o currículo de Educação Física com o cotidiano da escola "Experimental de Vitória/UFES" : os contextos, os atores e as invenções
(Universidade Federal do Espírito Santo, 2009-11-27) Falcão, Júlia Miranda; Ventorim, Silvana; Ferreira Neto, Amarílio; Soares, Antônio Jorge Gonçalves
Promotes the discussion on Physical Education curriculum with the scholar quotidian. In the first moment, raises the sources (congresses annuals and periodical issues) on Education and Physical Education that features the scholar quotidian as essential criteria to the curriculum study, constructing a panorama about the discussion. In the second moment analyses the curriculum with the quotidian f the Physical Education in the Escola Municipal de Ensino Fundamental “Experimental de Vitória/UFES”, making emerge knowledge and makings with the scholar subjects, principally with the teacher and students of the 4th matutinal year. The two moments are presented separately, but are entangled when considered in the complexity of the investigative process. The immersion in the school quotidian met the practicing subjects that constitutes the curriculum, as well their knowledge and makings inserted in the perspective of researching with the quotidian that indicated: flexibility of adaptation during the development; capacity of occupy the complex objects; capacity of conglobate heterogenic data; capacity of describe many aspects of the quotidian regarding to the scholar culture and the lived experiences; and opening to the empiric world. Uses as tool to registration of data the observation, photography, and diary of field. The data productions hint the constitution of the curriculum through a teaching project of Games and playing settling to pieces of art, which helped to promote the discussion and discuss new tactics, enlarging the work proposal and summoning more attention to the emerged necessities. The research of the curriculum with the quotidian made possible to identify the aspects of the scholar context that reveals as the complexity, plurality, and singularity of the day-by-day pedagogical practices, as the challenge of searching solutions to themselves; thus, an understanding of the complex reality that involved the concrete actions of the subjects.
Inclusão na educação física escolar : abrindo novas trilhas
(Universidade Federal do Espírito Santo, 2009-12-11) Abreu, José Roberto Gonçalves de; Chicon, José Francisco; Sá, Maria das Graças Carvalho Silva de; Bracht, Valter
Os jogos cooperativos e os processos de interação social
(Universidade Federal do Espírito Santo, 2010-03-29) Muniz, Igor Barbarioli; Borges, Carlos Nazareno Ferreira; Bracht, Valter; Lovisolo, Hugo Rodolfo
This study points out the implications of using Cooperative Games as a methodology for an education oriented exclusively on cooperation rather than competition and pedagogical devaluation of conflict. Based on the ideas of Terry Orlick and Fabio Brotto and prioritizing cooperation through obedience to therules of the game,it is speculated to what extent these games could contribute to the formation of accommodated, dependent, uncritical individuals. Hence, citizens unable to question the current order, rescuing or emphasizing peculiar gestures that are considered to belong to the Brazilian‘s people identity by great part of the Literature regarding Brazilian social thoughts, as well as in the case of cordiality. Therefore, dissertations and theses on Cooperative Games which had an educational perspective were analyzed. Their messages were evaluated through cutouts interpreted by content analysis of Laurence Bardin. Experiences with Cooperative Games held during a university experiment at a school in the Municipality of Vitória-ES were also analyzed, in addition to the ones in a pre-experimental workshop on Cooperative Games given during the teaching internship at the Federal University of Espírito Santo.The results show that the analyzed studies present a traditional view on Cooperative Games, understanding them as an appropriate activity to the learning of cooperation and solidarity. On the other hand, competitive games are criticized for emphasizing the domination, exclusion, dishonesty and aggression. While cooperation is supported with praise for developing positive social values, competition is more opposed than supported for being considered a problem for humanity, developing anti-social values. The reflection over the literature, especially from the works of Georg Simmel, Karl Marx, Max Weber, and Hugo Lovisolo Go Tani et al., intertwined with the analysis of empirical data, made possible to conclude that those cooperative situations were not always hegemonical positive nor beneficial to all participants of Cooperative Games. It was rescued from the game‘s classical literature, especially Johan Huizinga and Roger Caillois, that the essence of competition requires from the player more than physical ability to acclaim a winner, but also social and moral values, such as ethics, honor, chivalry and respect for rules and opponents. Those values are usually silenced in most academic studies analyzed.With the reflections of Richard Precht, it was also possible to affirm that the cooperation resulting from the submission and obedience to the rules of the game is a weak feeling of pleasure. Thus, it seems to be unable to produce a meaning in the players about the importance of acting altruistically. This may lead to the formation of submissive, uncritical and passive people. In addition, the competitive situations also marked the Cooperative Games and not necessarily provoked feelings of failure, inferiority and dissatisfaction to continue playing, much on the contrary, since in some cases it made the game more dynamic and productive.

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