Mestrado em Educação Física

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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
A atuação do professor de educação física nos centros de atenção psicossocial álcool e drogas
(Universidade Federal do Espírito Santo, 2015-06-19) Machado, Gelsimar José; Gomes, Ivan Marcelo; Romera, Liana Abrão; Estevão, Adriana; Damico, José Geraldo Soares
This dissertation had the goal of recognizing and analyzing the role of Physical Education teachers in the treatment of people who make harmful use of alcohol and other drugs, specifically in two Psychosocial Attention Centers – Alcohol and other Drugs (CAPSad in Portuguese) located at the metropolitan region of Vitória-ES. Elements to assist the conducting of our inquiry were searched among the teachers and other members of the Centers multidisciplinary team. Before entering the research theme, I jugged to be necessary exposing the ways that, in course of history, ended up causing the encounter of this study two protagonists – the Physical Education teacher and the CAPSad. To do so, I recollected Brazilian Psychiatric Reformation, the institution of the CAPS, the political interventions on the matter of alcohol and other drugs, as well as the insertion of Physical Education teachers in matters of mental health/public health. The methodology used was composed of observation and conducting of semi structured interviews with the teachers and member of the health team. In the description and analysis of data, we could verify the participation of the teachers in booth CAPSad to be much alike; they all showed an intersectoral and multidisciplinary participation on their teams. The research showed the relevancy of Physical Education teachers not only as one more member of the health team, apt to make several interventions, but also as a professional who may be able to significantly contribute in treatments of mental health. The teachers, even though they did not possess any specific instruction to act in this kind of context, showed their commitment to the work in the CAPS with their body practices and other acts that put in evidence the human relationships.
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.
A constituição da docência no curso de formação em Educação Física : os modos de ser, saber e poder ser professor
(Universidade Federal do Espírito Santo, 2015-10-29) Souza, Adrielle Lopes de; Figueiredo, Zenólia Christina Campos; Della Fonte, Sandra Soares; Sawitzki, Rosalvo Luis
The constitution of teacher identity is a process that involves a whole life story. In the case of higher education teachers, it is observed that the process of becoming a university professor implies singularities and subjectivities, which sometimes turn away, now approaching, according to the formation of origin of these teachers. Thus, this study aimed to understand how the teachers who work in the courses of Physical Education, the Center for Physical Education and Sports of the Federal University of Espirito Santo (CEFD / UFES), recall their teaching establishment and how to understand their process to become a professor of higher education. To this end, the narratives of the life histories of the participating teachers were used. The sample that participated in this research consisted of five teachers, entering the last five years of the effective framework of CEFD / UFES. To analyze the narratives of employee’s teachers, it was revealed that teachers address the conceptions of teaching so that acknowledge the different dynamics and joints to reflect on their own professional practices. Through narratives, teachers are faced with a multitude of elements that were perceived from their life stories. Emerged three areas of discussion: the ways of "being a teacher"; ways of "knowing-be teacher" and ways to "be able to be a teacher." It is concluded that the three axes of analysis are connected and make up the actual construction of teacher identity. Regarding ways of "being a teacher" refers to becoming a teacher, including teaching as a lived career, a career that cannot be learned from a unique experience only or through specific training, but as a process under construction, based on diverse experiences and social relationships built up over the life of the university teacher. On ways of "how to be a teacher" are related to the aspects that make up the university teaching, taking into account the pedagogical knowledge, involving the training and the professional experience of university teachers. In turn, the modes of "power to be a teacher" are the challenges of the profession, the difficulties encountered with the intensification of teachers' work, and the lack of time for activities in their spare time. So it is hoped that this research will enable autoaffirmatives times, causing reflections on the life story of academics, contributing to the understanding of his teaching establishment.
A Constituição docente de uma professora de Educação Física : ligando trajetos formativos
(Universidade Federal do Espírito Santo, 2010-05-13) Rodrigues, Aline Britto; Paiva, Fernanda Simone Lopes de; Vago, Tarcísio Mauro; Carvalho, Janete Magalhães
Constitution and teacher identify
A cultura popular nas aulas de educação física : usos e apropriações em uma escola pública na Serra-ES
(Universidade Federal do Espírito Santo, 2012-03-19) Zandomínegue, Bethânia Alves Costa; Mello, André da Silva; Falcão, José Luiz Cirqueira; Santos, Wagner dos
The paper has as study object the uses and appropriations that the everyday life practitioners of a public school in the district of Serra/ES make of the popular culture in the context of the Physical Education classes. It mainly aims at understanding the productive consume of the manifestations descendent from the popular culture in the context shared, analyzing the learning figures valued by the practitioners in the relations established with that manifestations and identifying the challenges found to work at schools. To do so, it used the Study with the Everyday Life as heoreticalmethodological assumption, which data was produced with the different practitioners present in the context shared (teachers, students, pedagogical team, local community) and it uses data from different sources, like field diary, narratives, semi structures interviews and in focal group, iconographic images, videos, students relations and pedagogical documents. During the analysis process, data from different sources were articulated, considering the socio interactional context of its production. The productive consume of the popular culture in the context shared denotes the following uses and appropriations: relation between the local culture with the global one; valorization of the autonomy and the students’ participation in the knowledge construction; production of the “net knowledge”; sensation of belonging to the school community; and the approach of transversal themes, such as, gender and racism. In the relations the practitioners established with the manifestations from popular culture, the learning figures valued by them were manifested in three dimensions: “self-imbrication”, “objectification-denomination” and “distancingregulation”. Regarding the challenges found in order to insert the culture popular into daily the Physical Education lessons, it is highlighted: prejudice associated to religion of the students and families; the dispute of the symbolic power among teachers in the authorship of projects and in the acknowledgment of their productions; the level of differed participation of teachers in the performance of projects related to popular culture; and the precarious physical structure of the school.
A docência em educação física na educação infantil : a (re)construção de práticas de formação continuada
(Universidade Federal do Espírito Santo, 2010-05-13) Francelino, Kenia dos Santos; Figueiredo, Zenólia Christina Campos; Della Fonte, Sandra Soares; Coco, Valdete; Fernandes, Natália
The study aims at identifying, analyzing and understanding the practices of continuing formation of a dynamistic Physical Education teacher working with Children Education of the municipal teaching system in the city of Vitória State of Espírito Santo, investigating the present meanings in such practices, relating them with the professional development of the teacher. To achieve the goal proposed by the research it was necessary to go deeper into the reality studied and also to identify some matters circumscribed related to conceptions about children, education, care and learning that are taken into consideration by the units of Children Education and by dynamistic teachers in the practices of continuing formation, as well as in what way those teachers recognize themselves as professionals. In order to choose a place and an individual, convergent instruments with qualitative investigation were used, searching for a teacher who had, besides a broader vision of continuing formation, practices of that formation that were thought and built to go beyond the formation proposition offered by the managers. Throughout the investigations, three axis of dialogue with the information occurred in the work field were configured: the continuing formation, Physical Education and Children Education, highlighting the recurrences and singularities that favored the comprehension of those formation practices and their meanings in the relations between the teachers themselves and with the others, with their records and the children. In the first axle, it was established a dialogue with their own selves in the attempt to be built as teachers, in the construction of identities, of new possibilities of self formation, in a personal effort of reflection on their actions. In the actions that remit to their personal and collective records, produced in the context of children’s Education, the records are characterized as an important indicative in the different functions of the pedagogical work and formation. Al last, the research refers to data, clues and daily pedagogical actions that signalize concrete situations of interaction between the teacher and the children, as well as materialization and reflection of their practices of continuing formation. The study considers singular the process of continuing formation, once it is through relations, interactions, actions and meanings created and established, individually or collectively, that such professional is constituted as a teacher, composes a story and (re)build practices of formation.
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.
A educação física no Colégio Estadual do Espírito Santo : atores, práticas e representações (1943-1957)
(Universidade Federal do Espírito Santo, 2014-04-29) Poleze, Grasiela Martins Lopes; Schneider, Omar; Ferreira Neto, Amarílio; Simões, Regina Helena
The study is part of the research "History and Memory of Physical Education and sport in Espírito Santo: authors, actors and institutions (1931-1961)". It Seeks to understand the process of institutionalization of Physical Education as a school discipline in the Espírito Santo region between the 1940s and 1950s. It has the Physical Education as object of investigation in the Colégio Estadual do Espírito Santo, in order to realize some of their practices, their actors and their representations in capixaba society. As a theoretical and methodological framework, uses the concepts of strategy and tactics , representation struggles and evidentiary paradigm. The sources for the study are the files of the Colégio Estadual do Espírito Santo, the permanent archive of the Centro de Educação Física e Desportos from Universidade Federal do Espírito Santo, articles from Vida Capichaba magazine and newspapers A Gazeta and A Tribuna in sports sections, the Aloyr Queiroz Araújo archive (former teacher from the Colégio Estadual), as well as interviews with the actors who were part of the history of the institution investigated. The academic productions reveal a told history of the Colégio Estadual based on official documents and narrated from the antagonism between related desire of the capixaba society to modernize before the Brazil and the true structural conditions that institution in making this dream possible. On the focused period, the Physical Education shall become progressively more sportive and less related to the teaching of gymnastics, due to the appreciation of the Olympic movement in the early twentieth century, sports after World War II and also the economic changes in Brazil and in the State of Espírito Santo. Moves the focus of the Physical Education from orthopedics objectives to the search for effectiveness. Located on printed materials indicate the importance that the institution takes to the formation of capixaba elite, which also happens with reference to sports, since the achievements of the school, in sports field constantly appear in the journals analyzed. The presence of the college in the civic moments represented in the documents, highlights the patriotic feeling of youth, even with the incentive of state policy. The sport, in the studied context, indicates the effort of this society to highlight the progress made in the quest to overcome its political and economic conditions and as part of its project to engage in modernization of the country. Interviews showed some counterpoints between what is intended with the ideal designed for school and Physical Education and the real attitudes of some of his actors. The sport is named as a present and valued practice in school activities, mingling with practices held in the Physical Education classes.
A escalada no estado do Espírito Santo : análises a partir de aproximações (auto) etnográficas com as tribos de escaladores
(Universidade Federal do Espírito Santo, 2014-07-11) Garcez, Beatriz dos Santos; Almeida, Felipe Quintão de; Dias, Cleber; Romera, Liana Abrão
A forja (Bio)identitária de praticantes de esportes de combate na cidade de Vitória/ES : a "(re)construção permanente de si"
(Universidade Federal do Espírito Santo, 2012-04-27) Oliveira, Samuel Thomazini de; Almeida, Felipe Quintão de; Gomes, Ivan Marcelo; Vaz, Alexandre Fernandez; Caliman, Luciana Vieira
Discusses aspects related to buildings (bio) identity of practitioners of combat sports veterans in the city of Vitória / ES. From the analysis and reflection about the theoretical and conceptual work film The Wrestler (2008), it was possible to build the object of research and immerse in the field in search of answers. From this, the study discusses aspects related to training processes (bio)identity a professional wrestler and then continues the process of interpretation of the results obtained in the field broadening the scope of analysis from the notion of somatic culture. Accordingly, the sequence of the work develops through empirical work, whose methodological process was based on dialogues and semi-structured interviews with five modes of MMA fighters, boxing and jiu jitsu, with ages ranging from 38-74. Another strategy was to return to the film and, along with two of the participants, dialogue on issues pertinent to the study. After these procedures, it was possible to articulate the insights provided by the film work with the highlighted data in / by the field. In the process of analysis and discussion we pointed out some recurrent themes in the studies that have been dedicated to mapping the references involved Forge fighters in contemporary society and to identify both the film and field training processes (bio)identity. As regards the analysis of the field, always articulated the movie and the theoretical, the participants concluded that among the determinants of moral spectacle develop ways "alternative" compared to the corresponding designs (bio)identity. In this sense, admittedly in the aging process and removal of competitive high performance, seek to ensure permanence in the chosen identity. The body of fashion and spectacular performance gradually becomes to be the body marked by the life story of the fighter carries and transmits the warrior ethos, its experience and its incorporation in the figure of self-fighter/trainer/master
A formação nas garras da indústria cultural : o constituir-se professor de Educação Física
(Universidade Federal do Espírito Santo, 2011-09-02) Costa, Juliana Moreira da; Della Fonte, Sandra Soares; Pucci, Bruno; Loureiro, Robson; Borges, Carlos Nazareno
A inclusão social pela participação em um projeto esportivo de caráter social : uma avaliação a partir da perspectiva de seus egressos
(Universidade Federal do Espírito Santo, 2018-12-21) Aragão, Júlia Bigossi; Silva, Otavio Guimarães Tavares da; Rigoni, Ana Carolina Capellini; Gomes, Ivan Marcelo
A survey published by the Brazilian Institute of Geography and Statistics (IBGE, 2012) reveals the existence of 25,000 sports-recreational organizations throughout the country (9.6% of the total number of private foundations and active non-profit associations). It seems reasonable to consider that one of these projects is aimed at promoting social inclusion. In this research, we chose to work with the social inclusion approach defined by Donnelly (1996, apud BAILEY, 2005), which divides inclusion into four procedural categories: Spatial, Relational, Functional and Power. In view of the absence of conclusive empirical evidence on the effects of sport and physical education on social inclusion, the general objective of the research was to investigate the effects of social inclusion on participation in a social sport project (PECS) from the perspective of their graduates in light of the procedural categories of social inclusion. The present work is configured as an ex-post facto research, of analytical-descriptive type that uses qualitative-quantitative methods of inquiry in the form of opinion. The sample adopted is non-probabilistic of a voluntary type. From the data obtained it was not possible to state that the students improved economically due to their participation in the project, but with regard to the aspect of interpersonal relationships, we concluded that participation in the social project studied helped to improve or increase the level of acceptance or membership of a network of persons. As well as they were positive, reinforcing some previous researches that the participation in these projects amplifies the specific and general knowledge of the individual, as well as their abilities, since it is a space for learning. The last concept for inclusion did not have the same positive outlook in our project. As the "Tennis for All" follows almost independent of the local community, doing nothing together except for the participation of the children and youth in the project, as well as the children and young people do not build community activities or actions within it, inclusion as form of social empowerment is lost in the "Tennis for Everyone", since the students only receive what was offered.
A inserção do professor de educação física na educação infantil no Estado do Espírito Santo
(Universidade Federal do Espírito Santo, 2015-05-30) Rodrigues, Karolina Sarmento; Mello, André da Silva; Santos, Wagner dos; Ventorim, Silvana
A mediação pedagógica do professor na brincadeira da criança com autismo
(Universidade Federal do Espírito Santo, 2018-03-27) Salles, Flaviane Lopes Siqueira; Chicon, José Francisco; Oliveira, Ivone Martins de; Sá, Maria das Graças Carvalho Silva de
The aim of this study is to understand the pedagogical mediation methods developed by the teacher to better address the challenges of including, guiding and contributing to the self - regulation of children 's activities in play activities in the context of a university library. Faced with this challenge, a case study was carried out in a university playroom and other play spaces used as an extension of it, having as subjects a teacher / toyist and one of the children diagnosed with autism for observation, follow-up, analysis and discussion of the mediator action of the teacher / toyist with her. The historical-cultural perspective constituted the theoretical and methodological basis of this study, sharing the theoretical reference of Vygotsky (1983, 1997) and other authors who consider the development of subjects from the relationships and interactions that are made possible in the mediated processes. For data collection, we used filming, semi-structured interview with the parents and / or those responsible for children with autism and participant observation. The data were analyzed through the use of content analysis and microgenetic analysis. The results indicate the relevance of the identification throughout the teaching and learning process, of two movements made by the mediating action of the teacher with the child that marked important qualitative leaps in this relation, namely: a) adaptation movement: understanding the modes of being and being of the child with autism in the toy library; b) approximation movement: increasing the participation of the child with autism in the context of the game. The pedagogical mediations developed by the teacher guided the child's actions with autism to what was possible in certain situations, respecting their particularities. In the adaptation movement, in general terms, they configured important educational actions: the individualized monitoring by the teacher / toyist, accepting and placing as reference in the process of teaching and learning of the child with autism in the course of the work with the class; the use of an individualized education plan (PEI); respect for the individuality and characteristics of the child; collective and collaborative work; the involvement and involvement of the family; and the discovery and performance in areas of interest to the child with autism. In the movement of approximation, in general lines, they configured important educational actions: the process of sensitization of the children of the Center for Early Childhood Education to the issue of difference / diversity, through the art of storytelling, using stories from children's literature; the organization in small groups and the expansion of the child's experiences in play, in the physical and social environment and in the relationship with the other, through movements that varied from the individual to the collective and from the collective to the individual. Finally, our reflections point out that, due to the sensitivity of re-signifying times / spaces according to the singularities of each child and in collaborative work, pedagogical mediation can favor the development of children with autism, allowing them to broaden their relationship with the environment.
A pátria de chuteiras? O Brasil visto pelas lentes da mídia impressa durante a Copa do Mundo de 2014
(Universidade Federal do Espírito Santo, 2015-07-30) Chequer, Najla Emiline; Silva, Otávio Guimarães Tavares da; Borges, Carlos Nazareno Ferreira; Anjos, José Luiz dos
A prática pedagógica como obra de arte : Gadamer e a estética do professor-artista
(Universidade Federal do Espírito Santo, 2015-04-08) Eusse, Karen Lorena Gil; Almeida, Felipe Quintão de; Bracht, Valter; Berticelli, Ireno Antônio; Della Fonte, Sandra Soares
A partir de un análisis teórico-conceptual de la obra del filósofo Hans-Georg Gadamer, este estudio desea proporcionar un diálogo entre el arte y la educación. En la búsqueda por abrir un camino alternativo al “dominante”, ofrecido por la racionalidad técnico-instrumental, se piensa en fundamentar la idea del profesor-artista que hace de su práctica pedagógica una obra de arte. El texto comienza con un capítulo introductorio que describe el objeto y la metodología de la investigación. Expone también algunos puntos que la justifican. El primero de ellos discute las limitaciones de una práctica pedagógica fundamentada exclusivamente en los parámetros de la racionalidad técnico-instrumental. El segundo punto enfoca las movilizaciones personales que llevaron a la elección del tema y el tercero hace una pequeña descripción de algunos textos que discuten el concepto de profesor-artista o que relacionan la práctica docente con el arte. El capítulo siguiente presenta fundamentos teóricos del pensamiento de Gadamer sobre la verdad, vivencia, juego, poesía, diálogo y lenguaje, que son la base, en principio, para la construcción de la idea de obra de arte. Finalmente, un capítulo que muestra algunas posibilidades de la racionalidad estética e traza las primeras líneas sobre lo que podría ser el profesor-artista basado en la teoría de Gadamer.
A produção acadêmica sobre a formação continuada de professores de educação física
(Universidade Federal do Espírito Santo, 2010-12-16) Cruz Junior, Antônio Fernandes da; Loureiro, Robson; Della Fonte, Sandra Soares; Bracht, Valter; Borges, Carlos Nazareno Ferreira
This research focuses on the following question: what would be the conception of continuing education which prevails in the studies of physical education? We therefore investigated the production of articles materialized in four mainly journals: Revista Movimento, Revista Brasileira de Ciências do Esporte, Revista Motriz e Revista Pensar a Prática. Our hypothesis is that when discussing the work area, we would find a variety of concepts which, in most cases, converge to a narrow understanding of continuing formation, based on the prioritization of the concept of immediate practical, the reflectivity from the micro and Intraschool issues. Analyzing the theoretical categories (experience, teacher‟s knowledge, pedagogical practice and qualitative research) that guide the discussion of continuing education in this study, we realized that these fundamental concepts instigate advances and at the same time limitations and problems. Despite no reduction in continuing formation to a single event, the critique of instrumental rationality in teaching, the attempt to build alternative routes to speeches merely macro, the appreciation of the role of the teacher and reflective practice, the academic study enhances understanding of immediate practical, values the knowledge that is useful for teaching situation, replaces the experience by experience, instrumentalizes the theory and loses the historical horizon. Therefore, the reflections on continuing education of teachers assume in many times aspects of semiformation. Faced with many leaps and bounds as stated, we should strengthen the argument that we stand for: that continuing formation should not exclude an extensive cultural formation.
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
A relação entre teoria e prática na formação e no trabalho docente : a pesquisa como solução?
(Universidade Federal do Espírito Santo, 2014-05-30) Malacarne, Marluza Secchin; Della Fonte, Sandra Soares; Ávila, Astrid Baecker; Figueiredo, Zenólia Christina Campos
Thethemeof the investigation is the relation between theory and the practice in the formation and the Teachers’ work. The research activity in the elementary school crosses this discussion, because it is seen by a large part of the academic literature (even incorporated in the official legislation discourses) as a formative strategy that enables better articulation between theory and practice in the formation and teachers’ work. It appoints as investigation object the following question: how do the Physical Education Teachers working in the municipal schools in Serra (ES) conceive and perform the research activity at work? What relation between theory and practice underlies such comprehension? In order to confront this quest, data was collected through questionnaires and interviews and appreciated by the content analysis technique. The research even appeals to the Marxist theoretical referential, with special highlight to the explanations related to the ontological constitution of the social being, to the assumptionsof the method of historical and dialectic materialism and the everyday and not everyday life formulations of the Hungarian Philosopher Agnes Heller. Data indicate that the Teachers acknowledged by their own partners as researchers carry out researches when involved with post-graduation courses. These investigations approach varied themes and are not restricted to the pedagogical practice only. Despite the ones interviewed affirming that the existence of a specific form of research in the school (linked to immediate problems, without theoretical referential and systematization), they offer evidence that this type of research cannot be maintained, owing to, mainly, the researching demands (time and detachment) and the precariousness of the working conditions.In general, the Teachers defend an articulated relation between theory and practice, however, such comprehension coexists with compliments moments to the theory cathartic potential and confusions that tend to merge and dilute the theory to immediate practice. This way, it stands out that daily school life is moved by a fundamental contradiction: residing in it, both the germens of the educational researches performance and the denial risks of the investigative attitudes, that is, the deflation of educational researches to the dimension of immediate pedagogical practice problems

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