Doutorado em Educação Física

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A dupla carreira do estudante-atleta: as estratégias de conciliação das rotinas no esporte e na escola
(Universidade Federal do Espírito Santo, 2018-09-28) Melo, Leonardo Bernades Silva de; Soares, Antônio Jorge G.; Pinto, Miguel Ataíde da Costa; Rocha, Hugo Paula Almeida da; Santos, Wagner dos; Ferreira Neto, Amarílio
The dual career is a subject widely covered in the international literature and national surveys begin to present interesting results in the fields of education and physical education. We can define the dual career as a kind of formation in two agencies that generate demands and have obligations to fulfill. This thesis demonstrates how the objective management of the dual career builds a bias towards the flexibility of the school curriculum, making the dual career mediation programs alleviate the problems related to the routines, but do not find the right solutions. It may be suggested that this thesis articulates the idea that the advantages offered by the European dual career mediation programs focus on reducing the student-athlete's travel time and the compatibility of schedules, providing conditions for training and schooling to take place almost in the same space. This thesis therefore presents the advantages and disadvantages of dual career mediation programs; also an average model of conciliation of the dual career in Brazil, based on the study of student-athletes practicing football in clubs in Rio de Janeiro; and a program, which we may adopt as a national trial for dual career mediation, which is the Federal Government's Athlete Scholarship Program. What may support the thesis that dual career mediation programs are lessening the effects of this relationship, but do not present concrete solutions to this type of training, is that in the subsequent studies presented in the thesis it is shown that, even in the absence of mediation programs in Brazil, studentathletes report the same problems as in European cases. Thus, this thesis brings out the need for greater investments in understanding the context of choosing a dual career. We have seen that even with intervention at different levels, the European market is able to soften few effects of the dual career, but it does not solve the major problems that lead student-athletes to give up sports or school.
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.
As produções culturais das crianças como eixo de articulação curricular da educação física com a educação infantil
(Universidade Federal do Espírito Santo, 2018-11-30) Zandomínegue, Bethânia Alves Costa; Mello, André da Silva; Araújo, Vânia Carvalho; Falcão, José Luiz Cirqueira; Chicon, José Francisco; Ferreira Neto, Amarílio
Da imprensa periódica de ensino e de técnicas aos livros didáticos da Educação Física: trajetórias de prescrições pedagógicas (1932-1960)
(Universidade Federal do Espírito Santo, 2018-09-28) Cassani, Juliana Martins; Ferreira Neto, Amarílio; Santos, Wagner dos; Simões, Regina Helena Silva; Soares, Antônio Jorge Gonçalves; Silva, José Cláudio Sooma
Educação física e ensino médio: entre prescrições, produções acadêmico-científicas, sintaxes virtuais e práticas cotidianas
(Universidade Federal do Espírito Santo, 2018-12-21) Nazário, Murilo Eduardo dos Santos; Ferreira Neto, Amarílio; Nunes, Marcelo Pereira; Cassani, Juliana Martins; Mello, André da Silva; Santos, Wagner dos
In the context of daily school studies, this thesis is organized around the following questions: what have been the prescriptions, academic-scientific productions and daily practices constituted and signaled about Physical Education in high school? What are the possible, absent, and incipient knowledges / doings in the spaces / times of the daily life of Physical Education in high school? Who are the practicing subjects and the spaces / times, including in their spatial syntaxes, of Physical Education in the daily life of high school? And what are the uses, consumptions and possibilities of practicing daily physical education in high school from the triple movement of pedagogical action between researcher, teacher and students, in this tensional scenario of changes in the Brazilian schooling project? With this, it aims to give visibility and to understand how the daily in Physical Education is being fabricated considering the scientific practices, curricular prescriptions, spatial syntaxes and knowledge / practices in the space / time of a high school in this tensional context of changes influenced by sociopolitical aspects. It was decided to organize the paths of this research in a pluri-methodological way. In Chapter 1 presents the general organization of the study, the thesis, and the central objectives. In Chapter 2, a research of the state of knowledge in the field of Education and Physical Education is carried out in search of the redundancies, idioms and fragilities that exist on the subject. In Chapter 3, the office of the historian is rescued and a research of the document type is undertaken, analyzing 14 state curricular proposals. Subsequently, in Chapter 4, considering the relevance of cyberspace as daily syntax, a netnography was developed in the social networks youtube, facebook, twitter and instagram, in order to capture the discursive practices carried out by the subjects on the changes in course in high school. Finally, Chapters 5 and 6 constitute the period of insertion in the daily life of a secondary school. In order to do so, we proceeded to the respective combination of research techniques, ethnographic case study and existential research-action, option that made possible the analysis and production shared with the school community, allowing to understand the knowledge / practices possible in the space/time of Physical Education of the high school. Thus, it was possible to develop practices in Physical Education subsidized by daily reading, but without disregarding the resonances, mainly of socio-political nature, that affect the Brazilian schooling project, whose high school has a strategic place.
Educação olímpica nos Jogos Rio 2016: entre o conhecimento e o mundo da vida
(Universidade Federal do Espírito Santo, 2019-07-24) Kirst, Flavio Valdir; Silva, Otávio Guimarães Tavares da; Santos, Doiara Silva dos; Reppold Filho, Alberto Reinaldo; Romera, Liana Abrao; Mello, André da Silva
In 2016, for the first time in history, the Olympic and Paralympic Games took place in one Latin American country. In addition to providing the physical and logistical structure for its accomplishment, it is the host city's responsibility to offer an educational program during the seven years preceding the opening ceremony of the Games (NAUL et al., 2017). Transforma, an education program of the Organizing Committee for the Rio 2016 Olympic and Paralympic Games, was developed between 2013 and 2016, reaching 16 thousand schools in more than 3 thousand municipalities of all Brazilian states. In order to fill the evaluations gap in this type of program (GRAVER et al., 2010; NIKOLAUS, 2013), something that has also worry the International Olympic Committee (INTERNATIONAL OLYMPIC COMMITTEE, 2014), our goal was to measure the reach of theTransforma program, considering the official data, the report of its managers and the perception of the multiplier teachers. It is an ex-post facto research, with a pre-experimental design, using as an analytical tools, questionnaire, interview, document analysis and geoprocessing techniques. In the program investigated, stand out the quality, dynamic format, fluid and objective of the material produced and the formations carried out, the diversification of means for the delivery of it educational content and the capacity of articulation with several public and private agencies for the reach of their goals. The results indicate that Transforma program activities are characterized more by the conceptual and procedural dimensions of the contents than by the attitudinal dimension (COLL et al., 1998). Likewise, they are characterized more by the didactic approaches in Olympic Education oriented to knowledge and to experience than to the approaches oriented towards competition and the world of life (NAUL, 2008). It was observed that the formal generality of the Transforma objectives, which are to create opportunities for elementary and middle school students to contact the Games, to try out new sports and to experience Olympic and Paralympic values, was evidenced in the knowledge acquired by multipliers teachers and their actions in schools, as well as in the experiences provided and the perceived impacts on the students reached. The main protagonists were physical education teachers. The main beneficiaries were students from schools with high levels of educational development, located in urban centers. Most of the actions focused on the southeastern region of the country. The main fragilities observed concern the lack of action of the governmental spheres, discontinuity of the educational legacy due to the temporality of the program and lack of a consistent evaluation of the results. It is believed that through Transforma, knowledge of Olympic values and their symbols, as well as the teaching of new sports, has probably reached a level never reached before in Brazil.
Formação inicial de professores de educação física a distância: aprendendo com a experiência do pró-licenciatura do Cefd/Ufes
(Universidade Federal do Espírito Santo, 2018-08-10) Pozzatti, Mariana; Ferreira Neto, Amarílio; Nunes, Kezia Rodrigues; Ventorim, Silvana; Nascimento, Ana Claudia Silvério; Mello, André da Silva; Santos, Wagner
Among the initiatives focused on teacher education in Brazil in the 2000s, the expansion of Distance Education (DE), a teaching modality offered by LDBEN n °. 9,394/1996. As a result for such expansion, the Physical Education and Sports Center of the "Federal University of Espírito Santo" offered the course "Pro-Licenciatura Phase II" from 2008 to 2014, project for 216 teachers associated with Physical Education in different municipalities of the State. In this work, we aim at understanding the political, institutional, curricular and epistemological dimensions of the aforementioned course, considering the specificity of such proposal and the lack of studies focusing on the investigated object. We discuss not only its present history, but we also turn our attention to its recent past (BLOCH, 2001). Our specific objectives are: a) conducting a review study of the teacher education in EaD in Brazil from 1997 to 2014; b) defining the concepts of distance education, teacher training, and Physical Education training as a basis for the discussions on the subject; c) contextualizing the aforementioned course, surveying the elements that led to its implementation and materialization; d) investigating how the actors involved in such training proposal have interpreted the formative processes of the course. e) highlighting the structuring elements of Physical Education teacher training in the distance modality, guaranteeing the specificities of this disciplinary knowledge area. In order to doing so, we base our research on the investigated experience, on the contributions and discussions of academic production in this field during the last decades, and on the theoretical design that underpins the structuring concepts of Technologies, Distance Education, Teacher Training and Teacher Training in Physical Education. We perform a qualitative study, based on the articulation among the bibliographical, documentary and field research. The two first ones address three main aspects: documents that constitute the analyzed course and its didactic material; academic production on Distance Teacher Training in Brazil; bibliographical survey about books and articles that explain the structuring fields of this research. The third deals with the participants of the training proposal and their relations and perceptions about the course, using the comprehensive interview as technique and method of work (KAUFMANN, 2013). We discuss the concepts of use, consumption, appropriation, strategies and tactics of Certeau (1995, 2009). We discuss teacher training within the profession based on Nóvoa (1992, 2002, 2004, 2007, 2009) and we understand the memories that have been brought into the reference memories of oral narratives produced by the participants based on Josso (2010). With the support of such interlocutors and the academic production of a special edition of Physical Education journal on teacher education in the sociocultural area, we address the specificities of the field and the ch allenge of thinking about distance learning. Finally, we conclude that the digital inclusion was the most significant learning from the course. In addition, we stress that the training proposal is relatively close to the egress profile that was origininally planned, but presents gaps regarding the function of forming with respect to the relation with knowledge in Physical Education, not reaching the idea of training within the profession that is defended as essential in the training of Physical Education teachers in the EaD modality.
O currículo de um curso de licenciatura em Educação Física pós-diretrizes curriculares: da prescrição ao cotidiano da formação
(Universidade Federal do Espírito Santo, 2019-03-18) Alves, Cláudia Aleixo; Figueiredo, Zenólia Christina Campos; Aroeira, Kalline Pereira; Vago, Tarcísio Mauro; Chicon, José Francisco; Bracth, Valter; Almeida, Felipe Quintão de
The present study is the result of a dissatisfaction with the way in which studies on the field of training and curriculum in Physical Education have dealt with the National Curricular Guidelines (DCNs) for higher education, in particular Resolutions CNE/CP 01/2002; CNE/CP 02/2002; CNE/CES 07/2004 and CNE/CP 02/2015, which, among other aspects, started to define different training paths for Teacher Training and Bachelor degrees. In view of the positions related to the current DCNs, it is noticed that the studies sometimes present a conception of curriculum as a document that only complies with the law as if it could not be interpreted. It is not known, however, that curricula are carried out in daily life according to criteria established by them and not limited to these guidelines. In addition, it is understood that the debate around the DCNs has ignored the fact that the curricula are realized also in the quotidian of the formation. Therefore, the objective of this investigation is to know the repercussions of the DCNs in the dynamic process that involves (re)interpretation, (re)appropriation and (re)invention of the curricular document in the daily life of a degree in physical education, of an Institution of Higher Education. In order to understand the repercussions of the DCNs in three instances: in the formative and professional projects of the students, since the students would have to choose the degree or the baccalaureate before entering the course; in the valuation of the knowledge in the curriculum, in order to verify if the DCNs were able to change the scientific tradition of the physical education in the curriculum of the institution investigated; and, finally, in the identity of the degree, in order to know if the training of teachers was configured as the central objective of the course. For that, an ethnographic study was conducted, with a one-year follow-up of the curricular routine of the School of Physical Education, Physiotherapy and Occupational Therapy (EEFFTO) of the Federal University of Minas Gerais. The thesis is that the DCNs occupy a secondary place in the way the curricula are carried out in the daily life of the formation, since the modes like EEFFTO, the teachers and the students conceive the Physical Education as academic, scientific area, of professional formation, and also as a curricular component, end up having greater repercussions in the process that involves the mediation between the prescribed curriculum and the lived curriculum. The results reinforce the thesis in identifying that the DCNs, although they had provided legal conditions for the creation of a curricular proposal that was aligned with the identity of the Degree, which in fact was successful, could not, within the curriculum lived, delimit this identity, since there is no consensus about this identity between students and teachers. It was found that the DCNs did not manage to substantially alter the training and professional projects of the students who entered the course, nor did they break with their criteria for valuing their knowledge. In the latter case, it was found that aspects unrelated to DCNs such as hierarchization and the way knowledge is treated in the educational process, as well as the relation of knowledge to professional practice, had a greater influence on the students' evaluation criteria of the disciplines. Finally, the study potentiated the notion of curriculum as a social construction, marked by conflicts arising from the different ways of conceiving Physical Education both epistemologically and politically.
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".
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.
O yoga no Serviço de Orientação ao Exercício (SOE) em Vitória: ambivalências acerca dos significados atribuídos a uma prática corporal oriental
(Universidade Federal do Espírito Santo, 2018-12-15) Gomes, Ligia Ribeiro e Silva; Galak, Eduardo Lautaro; Almeida, Felipe Quintão de; Kurek, Deonir Luis; Damico, José Geraldo Soares; Romera, Liana Abrão; Martins, Mariana Zuaneti
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.
Por uma teorização da avaliação em educação física: práticas de leituras por narrativas imagéticas
(Universidade Federal do Espírito Santo, 2018-08-30) Vieira, Aline Oliveira; Santos, Wagner dos; Côco, Valdete; Ventorim, Silvana; Soares, Antônio Jorge Gonçalves; Ferreira Neto, Amarílio
Projetos esportivos de caráter social e carreiras desviantes : um estudo de caso com jovens em conflito com a lei
(Universidade Federal do Espírito Santo, 2018-07-09) Antunes, Scheila Espindola; Silva, Otávio Guimarães Tavares da; Marchi Junior, Wanderley; Stigger, Marco Paulo; Romera, Liana Abrão; Mello, André da Silva
There is a widespread discourse around sport about its potentialities in dealing with ethical and moral values. Embedded in this discourse is a premise that points it as a tool of high potential within social actions aimed at socially disadvantaged publics and communities. The justifications for the insertion of the sport in these actions may be based on the belief in its educational potential, in the (alleged) power to fight crime or in the belief of its potential for the development of social skills and competences. It was based on the debate promoted around these social uses of sport that we delimited as the central objective of the thesis: to analyze the meanings and meanings that deviant young people attribute to the sport from the sports experience enjoyed within a project of social character, seeking to infer if such experience is able to keep these young people from deviant careers. The field research was developed from a qualitative case study, through direct observation, participation and interviews (semi structured and non directive) with 04 deviant youths participating in a social sport project in the city of Barbacena/MG. The analyzes indicate that participation in the sports project did not promote perceptible changes in the ways of thinking and acting of the deviants, no changes was promoted in their individual projects too. For three of the youths followed in the study, the sporting practices of the project served only as a strategy to alleviate the boredom caused by the socio-educational measure. Thus, it can not be said that participation in the social project has contributed to distancing these youths from possible deviant careers
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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