Educação Física

URI Permanente desta comunidade

http://repositorio.ufes.br/handle/10/17596

Programa de Pós-Graduação em Educação Física

Centro: CEFD
Telefone: (27) 4009 7671
URL do programa: http://www.educacaofisica.ufes.br/pt-br/pos-graduacao/PPGEF

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A "Dança Afro-Brasileira Cênica": experiências pedagógicas em projeto de contraturno escolar
(Universidade Federal do Espírito Santo, 2022-04-01) Rocha, Darlene Fabri Ferreira; Almeida, Felipe Quintao de; https://orcid.org/0000000240565159; http://lattes.cnpq.br/3827408926506567; https://orcid.org/0000-0001-5524-0616; http://lattes.cnpq.br/; Venancio, Luciana; https://orcid.org/0000-0003-2903-7627; http://lattes.cnpq.br/2343126935338257; Gomes, Ivan Marcelo; https://orcid.org/0000-0002-0311-9651; http://lattes.cnpq.br/5874951331253226
The objective of this dissertation is to understand the relationships with knowledge in the teaching and learning process of the "Afro-Brazilian Scenic Dance" (ABSD) through the pedagogical practice of a Physical Education teacher in a dance project in the afternoon of a municipal public school from Vitória/ES. As specific objectives we list: to describe the relationship of the teacher and students with dance and ABSD; to analyze the relationships of Physical Education and dance, as well as of themes that appeared in the daily life of the classes; comprehend how the institution sees the project, the work and the Afro-Brazilian themes developed. The methodological choice was for a case study that led us to a qualitative research with a descriptive character in order to outline the pedagogical practice and understand the subjects' relationships with knowledge in that context. To achieve our goals, studies by Charlot (2000) on the Relation with Knowledge collaborate in the discussion as well as authors of Physical Education whose research brings this theory closer to the area. We consider ABSD as an integral element of ethnic-racial issues and Physical Education, which through body language can promote such discussions through this content. The instruments used for the production of data were observation of the project classes, semi-structured interviews with the teacher and members of the pedagogical team, collective interview with similarities to the focus group with students. The data produced were analyzed by the content analysis method and divided into axes in order to achieve our objectives. The results demonstrate different relationships with dance and ABSD and highlight the relational dimension with knowledge. The content is treated as knowledge and the bodily apprehension evidenced. There are counterpoints and representations that need reflection to avoid the formation or maintenance of stereotypes in relation to the black culture and population. The subjects demonstrate familiarity with ABSD, which we perceive as promoting an anti-racist education.
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 contribuição da ingestão aguda e moderada de cafeína para o desempenho cognitivo e tático de jogadores de futebol profissional
(Universidade Federal do Espírito Santo, 2020-12-23) Almeida, Rodrigo Freire de; Ferreira, Lucas Guimaraes; https://orcid.org/0000-0002-2970-7355; http://lattes.cnpq.br/8350903757370960; https://orcid.org/0000-0002-8839-0722; http://lattes.cnpq.br/8540314595101660; Siqueira Filho, Mario Alves de ; https://orcid.org/0000-0002-1413-8962; http://lattes.cnpq.br/4816046653397785; Rinaldi, Natalia Madalena; https://orcid.org/0000000161253843; http://lattes.cnpq.br/5548866547945200; Cardoso, Felippe da Silva Leite; https://orcid.org/; http://lattes.cnpq.br/; Aquino, Rodrigo Leal de Queiroz Thomaz de; https://orcid.org/0000000248857316; http://lattes.cnpq.br/1239238116592257
The football game and its complexity basically comprise tactical-technical activities, in which all the demands of the match or training requirements, from the players, strong answers to overcome the challenges faced by the game. These environmental demands tend to disturb the decision-making patterns of the players, influencing the tactical principles performed in situations of high levels of fatigue. Strategies have been used in an attempt to mitigate the deleterious effects of high levels of fatigue that can be achieved in games. In this sense, nutritional ergogenic resources are highlighted for their great use. Among the most used, is caffeine. The effects of acute caffeine intake on cognitive function and decision-making ability during the soccer game are not fully understood. In this sense, the objective of this thesis was to investigate the effects of acute caffeine intake by soccer players on the possible cognitive deficit and decision-making ability. For that, professional soccer players were subjected to two different experiments, evaluating the effects of caffeine on 1) selective attention and inhibitory control (using the Stroop test) before and after playing reduced games; and 2) decision-making ability (using the FUTSAT program) when playing reduced football games. In each experiment, the athletes performed the experimental protocol on 3 occasions. The first requested familiarization with the experimental protocol. Then, in a randomized way, with a cross-design and double-blind control, protocols were performed under three conditions: 1) Rest and before caffeine or placebo ingestion (Study 1); 2) 60 minutes after ingesting a solution containing caffeine (5 mg / kg-1 of body weight) (Studies 1 and 2), and 3) 60 minutes after ingesting a placebo solution (Studies 1 and 2). In the first study, in the Stroop Test, there were improvements in terms of reaction speed, however, which was not corroborated in precision. However, in the second study, there were improvements in the accuracy of tactical performance in both the offensive and defensive conditions for players in the caffeine condition. It is possible to conclude that the acute intake of moderate dosage of caffeine improves the tactical behavior of soccer players. This directly implies the important effect that a moderate dosage of caffeine has on the specific performance of soccer players, resulting in better reaction times and greater tactical effectiveness.
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 do(a) professor(a) de educação física com bebês no contexto da educação infantil
(Universidade Federal do Espírito Santo, 2024-11-26) Schulz, Erika de Jesus; Wenetz, Ileana; https://orcid.org/0000-0002-3905-1900; http://lattes.cnpq.br/2590401305796612; https://orcid.org/0009-0007-3066-531X; http://lattes.cnpq.br/0391508615692942; Figueiredo, Zenólia Christina Campos; https://orcid.org/0000-0001-9637-4581; http://lattes.cnpq.br/3674967450536858; Carvalho, Rodrigo Saballa de; https://orcid.org/0000-0002-8899-0998; http://lattes.cnpq.br/9450619789833040
Historically, pedagogical practices with infants have been one of the main challenges for professionals working in early childhood education. This is especially true to physical education (PE) teachers who strive to promote mediations that integrate care as a shared attitude among other professionals and language areas. Considering an interest in teaching practices and envisioning possibilities to re-signify them, this study aims to analyze the challenges and possibilities of teaching PE to infants in early childhood education. This is a research in the field of childhood studies, which is in constant dialogue with the sociology of childhood, cultural geography, and the geography of childhood. It also draws on insights from other fields of knowledge and contemporary studies relevant to these reflections. This qualitative research is inspired by ethnography approaches and focuses on the PE pedagogical mediations in a Group I/II (mixed group) class. This class consisted of 22 children, aged six months to two years old, and enrolled in a Municipal Early Childhood Education Center, located in Vitória/ES. The research was conducted over four months, distributed over 15 weeks, totaling 18 field visits. For data collection, participant observation was employed, with records kept in a field diary, photographic documentation, and a semi-structured interview with the PE teacher responsible for the class. Data analysis was conducted on three categories: the infants’ first interactions, the relationships resulting from these interactions with peers and professionals, and their spatial experiences and authorships. Throughout the study, particular attention was given to issues emerging from observations of pedagogical practices shaped by different expressive languages. Among these, PE and music stood out as central to this research. The expressed intention of this study is to identify didactic-pedagogical assumptions arising from practice, and reflect on mediations that incorporate attentive care to details. The goal is to move beyond the maturational perspective traditionally applied to infants and, instead, recognize them as active subjects in their own developmental processes. This research highlights the importance of valuing everyday experiences as spaces of rich learning and the knowledge production. Furthermore, it reinforces the need for more studies that address PE pedagogical practices for infants. By doing so, it aims to promote recognition of this area within early childhood education, increase its visibility, and contribute to discussions n infants’ spatial experiences in educational settings.
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 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 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 educação física no exame nacional do ensino médio: trajetória, conceitos e práticas pedagógicas
(Universidade Federal do Espírito Santo, 2020-10-27) Marques, Rodrigo; Santos, Wagner dos; https://orcid.org/0000000292167291; http://lattes.cnpq.br/9611663248753416; https://orcid.org/0000-0002-8630-2987; http://lattes.cnpq.br/7861856434013398; Pinto, Antonio Henrique; https://orcid.org/; http://lattes.cnpq.br/1422316224223725; Pontes Junior, Jose Airton de Freitas ; https://orcid.org/0000-0003-2045-2461; http://lattes.cnpq.br/2214355780901234; Bocalini, Danilo Sales; https://orcid.org/0000-0003-3993-8277; http://lattes.cnpq.br/6290090639004596; Ferreira Neto, Amarilio ; https://orcid.org/0000-0002-3624-4352; http://lattes.cnpq.br/0813381772579489; Cassani, Juliana Martins; http://lattes.cnpq.br/7189840629061656; https://orcid.org/0000-0001-6332-7930
This thesis analyzes whether the practitioner that legitimizes and differentiates Physical Education from the other curricular components in the context of basic education has been suffering from an excessive theorization to emphasize the content that has been valued by Enem. It investigates whether the entry of Physical Education in Enem, after its reconfiguration, has strained the pedagogical practices of teachers of the discipline so that they theorize more their intervention, thus meeting the requirements related to the exam. It takes as a reference the theoretical and methodological assumptions of Cultural History, the Approach to the Public Policy Cycle and the Sociology of Education. For the production of the sources, it uses: the indexers, aiming to know the intellectual, national and international production about the standardized exams; the documents that justify the use of Enem according to the Ministry of Education Ordinance MEC No. 438/1998, which establishes it as a procedure for assessing the performance of students' skills and abilities; and semi-structured interview with Physical Education teachers and pedagogues working in Sedu schools best ranked in Enem. The thesis has three axes of analysis, intrinsically related: a) the conceptual discussion of standardized tests according to their nature (national or international), their purposes (certification and / or metadata production), and their effects (moderate stakes or high stakes - moderate or high risk, low stakes - no effects or weak effects); b) the historical process of inserting the performance evaluation of Enem high school students in official documents; c) the appropriation of knowledge (pedagogical practices) related to Enem, carried out by pedagogues and Physical Education teachers Sedu, with a view to preparing students to take the exam. Based on the main findings, the thesis confirms the hypothesis that, even with the external requirements (ranking and accountability) promoted by standardized exams, there are no systematic continuing education programs for Physical Education teachers to carry out actions curriculum aimed at training students for Enem
A Educação Física nos exames estandardizados nacionais: uma análise de sua inserção no ensino médio em contexto americano e europeu
(Universidade Federal do Espírito Santo, 2022-09-29) Santos, Pablo Mattos; Ferreira Neto, Amarílio; https://orcid.org/0000-0002-3624-4352; http://lattes.cnpq.br/0813381772579489; http://lattes.cnpq.br/1327020976246890; Santos, Wagner dos; https://orcid.org/0000000292167291; http://lattes.cnpq.br/9611663248753416; Lano, Marciel Barcelos; https://orcid.org/0000-0003-1181-8724; http://lattes.cnpq.br/8918119235589801; Stieg, Ronildo; https://orcid.org/0000-0001-8698-4087; http://lattes.cnpq.br/7393836234704799
The objective of this dissertation was to map and analyze standardized tests at the national level and those that contemplate Physical Education as an evaluated content within the scope of American and European countries, carried out by high school students. This is a qualitative and exploratory research, which is based on critical-document analysis. The first chapter corresponds to the introductory part of the dissertation and turns to the relationship of the object of study and the articulation with the researcher's path in the Proteoria group. In the second chapter, we find a total of 88 countries, in America (35) and Europe (53), so that 38 elaborate standardized tests at national level. Of these 38 countries, there are assessments that have the same educational and assessment policy applied in more than one country, culminating in 22 standardized exams distributed as follows: 11 in the American continent and 11 in the European continent. In the third chapter, the documents, the websites of the agents and the Ministry of Education indicated that the areas of knowledge and the subjects evaluated are presented in an interdisciplinary way and are found as follows: Mathematics is present in EGREMS, Enem, PAA, PSU, EXANI II and AbiturPrüfung; Social Sciences in EGREMS and PSU; Science in EGREMS and PSU; and Reading in the PAA and EXANI II. The recurrent subjects are established as follows: Vernacular Language and Mathematics (Enem, PSU, AbiturPrüfung and PAA); Biology, History and Chemistry (Enem, PSU and AbiturPrüfung); Foreign languages (Enem, PSU and PAA); Physics and Sociology (Enem and PSU); Literature and Physical Education (Enem and AbiturPrüfung). In the fourth chapter, the evaluated contents were identified through specific documents of Physical Education that present their own evaluation policies in the exams (CSEC, Enem, BAC, ESC, VWO and GCSE), it is presented both in the mandatory form (CSEC, Enem , BAC, ESC, VWO and GCSE) and elective (AbiturPrüfung, POB and HAVO) in standardized exams. Two ways of thinking about Physical Education were identified: from a health-related perspective (CSEC, GCSE, ESC, AbiturPrüfung, POB, HAVO and/or VWO); and Physical Education with the idea of interdisciplinarity, whether in the social area (BAC) or languages (Enem). The study verified the need to deepen studies on the theme related to standardized exams based on comparative works.
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

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