Doutorado em Educação Física
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Navegando Doutorado em Educação Física por Assunto "América Latina"
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- ItemAutores, teorias e concepções de avaliação: uma análise comparada na formação de professores em educação física em sete países da América Latina hispanofalantes(Universidade Federal do Espírito Santo, 2022-07-29) Stieg, Ronildo; Santos, Wagner dos; https://orcid.org/0000000292167291; http://lattes.cnpq.br/9611663248753416; https://orcid.org/0000000186984087; http://lattes.cnpq.br/7393836234704799; Ferreira Neto, Amarílio; https://orcid.org/0000-0002-3624-4352; http://lattes.cnpq.br/0813381772579489; Sarni, Mariana; Lopez-Pastor, Victor Manuel; Fuentes, Francisco Javier GallardoThe thesis analyzes how educational assessment is prescribed in the plans of specific disciplines on the subject in 13 Physical Education teacher training courses in seven Spanishspeaking Latin American countries: Argentina (2), Chile (4), Colombia (2), Ecuador (1), Mexico (1), Uruguay (1) and Venezuela (2). The selection of institutions followed the criteria: a) being a Spanish-speaking Latin American country; b) offer a teacher training course in Physical Education; c) have in their study plan a specific discipline plan of educational assessment; c) demonstrate interest in participating in the investigation by providing the discipline plan. Characterized as qualitative and exploratory research, it is based on of the critical-documentary analysis and on the comparative method. Chapter I presents the constitution of the object of assessment in teacher training within the research group to which the thesis is linked and its consequences until the proposal of this study. Chapter II focuses on the names of the authors of the bibliographies prescribed in the discipline plans, assuming as axes of analysis: nationality, the institution/country where they were indicated, the recidivism of the authors in the subjects and their tradition in the evaluation study. Chapter III analyzes the contents of the bibliographies prescribed in the 14 discipline plans in articulation with the conceptions of training in Physical Education announced in the subjects/courses themselves. Chapter IV verifies the prescriptions of the conceptual evaluation typologies in 11 discipline plans. Chapter V presents and discusses the conceptions of evaluation and the theoretical approaches of the bibliographies in the area of Education that are prescribed for its teaching in 12 disciplines plans. Chapter VI analyzes the conceptions of evaluation and the theoretical approaches of the bibliographies in the area of Physical Education that are established for its teaching in five disciplines. And Chapter VII analyzes the prescription of possibilities of evaluative practices/records for the future professional teaching performance. In general, the present thesis confirms the hypothesis that the assessment disciplines in Latin America have privileged the prescription of authors, theories and evaluation conceptions coming, mainly from Spain. It concludes that the teachers of the disciplines have shown a concern to maintain a theoretical alignment of the bibliographies and other prescriptions of the plans of disciplines with the conception of formation in Physical Education that prevails in each course.
- ItemEnsino da avaliação educacional na formação de professores em educação física: um estudo comparado na América Latina(Universidade Federal do Espírito Santo, 2022-06-21) Paula, Sayonara Cunha de; Ferreira Neto, Amarílio; https://orcid.org/0000-0002-3624-4352; http://lattes.cnpq.br/0813381772579489; https://orcid.org/0000-0002-7195-4085; http://lattes.cnpq.br/7596677433024043; Pontes Junior, José Airton de Freitas; https://orcid.org/0000-0003-2045-2461; http://lattes.cnpq.br/2214355780901234; Santos, Wagner dos; https://orcid.org/0000000292167291; http://lattes.cnpq.br/9611663248753416; Sarni, Mariana; Moreno, José Alfonso JimenezEsta tesis tiene como objetivo analizar la forma en que la evaluación ha sido prescrita en las diferentes disciplinas de los planes de estudios y apropiada por los estudiantes de los cursos de formación del profesorado de Educación Física en los países hispanohablantes de América Latina. Se caracteriza por ser una investigación cualitativa de carácter exploratorio, asume el análisis crítico documental como enfoque teórico-metodológico, además, opera con el método comparativo y utiliza el software Gephi e Iramuteq como instrumentos de ayuda al análisis. Utiliza como fuentes el currículo prescrito y cuestionarios en línea respondidos por los estudiantes. El primer capítulo muestra que las carreras de Educación Física tienen diferentes organizaciones curriculares en los ocho países latinoamericanos analizados, además, las concepciones formativas se guían por la centralidad biológica/deportiva en Argentina, deportiva/pedagógica en Ecuador, Perú y Uruguay, pedagógica en Chile y Venezuela, deportiva en México y hay una diversidad formativa en Colombia. El segundo capítulo analiza cómo se prescribe la evaluación en las asignaturas propias de la materia, considerando el período comprendido entre 2017 y 2020, y revela la importancia que ha cobrado la materia en los últimos años en las instituciones de estos países. El tercer capítulo se centra en la prescripción de la evaluación en las diferentes disciplinas de estos cursos, identificando sus enfoques, diferencias y posibles similitudes de esta enseñanza, que se da a través de la teorización, de la materialidad y, correlacionando las dos vías. El cuarto capítulo analiza los contenidos sobre evaluación en estos diferentes cursos y encuentra que la enseñanza de la materia está establecida por doce contenidos centrados en tipologías conceptuales, aspectos tangibles y/o medibles y en las normas/principios que permean la acción evaluativa. El quinto capítulo investiga las experiencias con la enseñanza de la evaluación de los estudiantes de tres carreras (UNICESMAG/Colombia, UABC/México y UDELAR/Uruguay), destacando las apropiaciones a través de los contenidos impartidos. Con base en los principales hallazgos, la tesis confirma la hipótesis de que aún en el caso de ocho países diferentes, con historias y concepciones formativas únicas, la enseñanza de la evaluación se presenta de manera similar entre ellos y difiere con base en las concepciones de Educación Física presentes en cada uno de estos contextos.
- ItemO ensino da avaliação na formação de professores de educação física: um diálogo entre a Ufes/Brasil, Cesmag/Colômbia e Udelar/Uruguai(Universidade Federal do Espírito Santo, 2022-02-25) Frossard, Matheus Lima; Santos, Wagner dos; https://orcid.org/0000000292167291; http://lattes.cnpq.br/9611663248753416; https://orcid.org/0000-0002-2273-7535; http://lattes.cnpq.br/6537580255030355; Soares, Antonio Jorge Gonçalves; https://orcid.org/0000000177699268; http://lattes.cnpq.br/9726601553271394; Carneiro, Felipe Ferreira Barros; https://orcid.org/0000-0002-2966-6768; http://lattes.cnpq.br/7101280549259108; Ferreira Neto, Amarílio; https://orcid.org/0000-0002-3624-4352; http://lattes.cnpq.br/0813381772579489; Moura, Diego LuzThis thesis aims to understand how the educational assessment theme has been prescribed, taught and practiced by teachers who work in the initial teacher education in Physical Education at Ufes/Brazil, Cesmag/Colombia and Udelar/Uruguay. We used the evidential paradigm (GINZBURG, 1989), in the process of analyzing the sources, seeking to explain the micro phenomenon from the macro-social relationships and, the macro, from the micro aspects inherent to the culture practiced by men in history. In the same way, we base our view on the documentary criticism of Bloch (2001), understanding the prescriptions proposed by governments, courses and professors as privileged sources to understand the policies, conceptions and evaluation proposals. We used as a source, the prescribed curricula (SACRISTÁN, 2000) of the courses (political project of the course, curricular organization, discipline plan), government documents and a questionnaire with the teachers' opinions. The documents helped us to analyze the intentions proposed in each training project and the way in which the initial training courses for Physical Education teachers at Ufes/Brazil, Udelar/Uruguay and Cesmag/Colombia provide conditions for the student to constitute his/her teaching identity (NÓVOA , 2017). The thesis has three axes of analysis, intrinsically related: 1) the production of knowledge in journals on assessment in teacher education, showing through evidence (GINZBURG, 1989) the structure, evolution and connections of the scientific community that studies the topic; 2) the prescriptions on the evaluation practice of the teachers present in the plans of all the disciplines of the training courses of Ufes, Cesmag and Udelar; compares the prescriptions on what is taught about assessment in the teacher education of Physical Education in each institution, with what teachers understand as important to be addressed in the course. Based on the main findings, the thesis confirms the hypothesis that the teaching of assessment is defined by training projects, concepts of Physical Education, teaching contents and assessment practices. However, this is not an equality relationship, but they are complementary. Thus, government policies and institutional guidelines influence the conception of evaluation and its teaching, as well as, in its absence, the teacher's conception of Physical Education and its evaluative practices guide the teaching on the subject.