Doutorado em Educação Física
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- ItemExperiências extensionistas formativas e socialmente implicadas: o projeto prática pedagógica de educação física adaptada em debate(Universidade Federal do Espírito Santo, 2025-10-31) Araújo, Fabiana Zanol; Chicon, José Francisco; https://orcid.org/0000-0003-1689-8604; http://lattes.cnpq.br/3869508834388913; Sá, Maria das Graças Carvalho Silva de; https://orcid.org/0000-0003-3460-7268; http://lattes.cnpq.br/8788192602168336; https://orcid.org/0000-0002-6260-8228; http://lattes.cnpq.br/3258766319203506; Jesus, Denise Meyrelles de; https://orcid.org/0000-0001-7966-5424; http://lattes.cnpq.br/0848394898016789; Figueiredo, Zenolia Christina Campos; https://orcid.org/0000-0001-9637-4581; http://lattes.cnpq.br/3674967450536858; Dias, Maria Aparecida; https://orcid.org/0000-0003-3644-604X; http://lattes.cnpq.br/1131977255034974; Rodrigues, Graciele Massoli; https://orcid.org/0000-0002-0275-0193; http://lattes.cnpq.br/2769145171001675This research focuses on the extension project "Pedagogical Practices of Adapted Physical Education for People with Disabilities," developed at the Adapted Physical Education Laboratory of the Physical Education Center at the Federal University of Espírito Santo (LAEFA/CEFD/UFES). This project combines extension, teaching, and research and signals approaches to inclusive practices, aiming to welcome and empower participants with disabilities and autism, expanding the possibilities of academics' knowledge regarding inclusive practices. The theoretical framework for this research is Paulo Freire's assumptions, based on the assumption that students and graduates are in ongoing education, immersed in a historical process that develops from social and cultural experiences, with emancipatory and liberating possibilities in interactions with others. The research's general objective is to understand and problematize the socially involved formative experiences within/with the extension/teaching/research project "Practice of Adapted Physical Education for People with Disabilities" at CEFD/UFES, highlighting its inclusive potential produced in dialogical and problematizing contexts. The specific objectives are to describe and problematize the actions of this project and its articulation with extension guidelines, highlighting dialogic interaction, interdisciplinarity, interprofessionality, and the inseparability of teaching, research, and extension. Furthermore, it seeks to understand and problematize how the formative experiences fostered within the extension project "Pedagogical Practice of Adapted Physical Education for People with Disabilities" are configured, in light of Freire's concepts of humanization, dialogicity, lovingness, autonomy, practice, and social justice. Finally, it seeks to reflect rigorously and critically on the possible contributions, limits, and challenges that permeate the formative experiences produced within/with/by the project under discussion. The methodology adopted is based on the assumptions of a qualitative case study approach. However, the field of investigation is guided by the theoretical and methodological principles of existential action research, configuring a methodological hybridism. Among the analytical methods used, ethnoresearch stands out, with its implication, elaboration, and sensitive listening, enabling the encompassing of the complex network of intersubjectivities that intertwined in the research context, creating opportunities for reflection and awareness. The study finds that Laefa/Cefd/Ufes, founded on the inseparability of extension, teaching, and research, is a fruitful space for the exchange of experiences, contributing significantly to the education of students and graduates involved in the project. The data collected demonstrate that, from a Freirean perspective, the inclusive and formative potential of the experiences produced at Laefa/Cefd/Ufes was constituted by the intertwining of dialogue, problematization, and social implication. From formative experiences in teaching, research, and outreach, a liberating praxis emerged, enabling sensitive listening, critical thinking, and an ethical commitment to human dignity. The project transcends the technical dimension of practice and reaffirms education as a space for resistance, dialogue, and social transformation.
- ItemEfeito da suplementação de bicarbonato de sódio em indicadores de dano muscular e análises psicofisiológicas em indivíduos treinados: um estudo Cross over, duplo cego e randomizado(Universidade Federal do Espírito Santo, 2025-12-03) Leite, Carine Daniellle Ferreira Costa; Maia, Adriano Fortes; https://orcid.org/0000-0003-1880-3998; http://lattes.cnpq.br/0599968037984955; Bocalini, Danilo Sales; https://orcid.org/0000-0003-3993-8277; http://lattes.cnpq.br/6290090639004596; https://orcid.org/0000-0002-9047-5557; http://lattes.cnpq.br/1717786581326028; Aquino, Rodrigo Leal de Queiroz Thomaz de; https://orcid.org/0000-0002-4885-7316; http://lattes.cnpq.br/1239238116592257; Rodrigues, Lívia Carla de Melo; https://orcid.org/0000-0002-6004-7981; http://lattes.cnpq.br/2084216553746326; Cardozo, Ludmila Ferreira Medeiros de Franca; https://orcid.org/0000-0001-8507-2369; http://lattes.cnpq.br/2547887546741044; Santos, Ronald Marques dos; https://orcid.org/0000-0003-4387-3293; http://lattes.cnpq.br/9641129677884783; Mallett, Gregg; https://orcid.org/0000-0003-0075-4999Bodyweight HIIT (HIIT-C) utilizes bodyweight exercises such as jumping jacks, burpees, mountain climbers, and jump squats in a high-intensity "all-out" session followed by a period of passive or active recovery. Intramuscular acidosis resulting from the accumulation of H + ions during highintensity activity is considered an important factor in muscle fatigue, and therefore, sodium bicarbonate (NaHCO3) supplementation has been considered capable of increasing buffering capacity, resulting in decreased acidosis and increased performance. There is no data in the literature on the effect of NaHCO3 supplementation in bodyweight HIIT (HIIT-C) sessions on markers of exercise-induced muscle damage (EIMD) and psychophysiological parameters, which is the objective of this study. Methodology: Thirteen healthy male volunteers, aged between 20 and 40 years, who regularly practiced physical activity, participated in the study. All participants signed an informed consent form. This study was approved by the Ethics Committee for Human Research at the Federal University of Espírito Santo under opinion number 5.185.275/2021. Supplementation was performed through the ingestion of 0,3 g/kg of body weight of NaHCO3 and placebo (0,3 g/kg of body weight of calcium carbonate), in a crossover, double-blind, and randomized design. Participants randomly performed the following protocols: 1) HIIT-C session, "all out" intensity, and NaHCO3 supplementation. 2) HIIT-C session, "all out" intensity, and placebo supplementation, with a session duration of 20 minutes, consisting of 30 seconds of active exercise and 30 seconds of passive exercise. Subjective perception of effort and pain was recorded using the Borg scale (0-10), VAS, Corlet diagram, pressure algometer, as well as limb circumference, physical performance, mood and pleasure scale analyses, all of which were evaluated at baseline (without capsules and without HIIT), pre-session, immediately after sessions, and 24 hours after sessions. Serum samples were collected for the evaluation of creatine kinase (CK), creatine kinase-MB (CK-MB), lactate dehydrogenase (LDH), pH, and bicarbonate concentration (HCO3 - ) at baseline, pre-session, immediately after, and 24 hours after the session, in addition to lactate collection and its evaluation using a portable device at baseline, pre- and post-HIIT-C. All data are presented as mean ± standard deviation (SD). Differences between post-exercise and intra-condition measurements were assessed using ANOVA and Tukey or Bonferroni post-hoc tests at the p≤0.05 level, using the PRISMA program. Results: NaHCO3 supplementation increased (p≤0.05) [HCO3 - ] before the start of exercise and resulted in higher (p≤0.05) [La-] and pH when compared to placebo. Although the NaHCO3 session had a higher (p≤0.05) HR, it did not differ (p≤0.05) in RPE and RRP from the placebo session. The NaHCO3 session showed a higher (p≤0.05) total number of movements when compared to the placebo session. Both supplementations showed a reduction in pleasure, with increased fatigue, mental confusion, mood disturbance, and pain in the leg and extended arm after HIITC, but without differing (p≤0.05) between the supplementations. A reduction in the pressure pain threshold in the biceps was observed after the placebo session, but without differing (p≤0.05) from NaHCO3, and a reduction in the pressure pain threshold in the triceps was also observed after the NaHCO3 session, but 13 without differing (p≤0.05) from placebo, with a significant increase (p≤0.05) in pain in the right thigh after HIIT-C with NaHCO3 when compared to placebo. No significant changes (p ≤ 0.05) were found in limb circumferences and countermovement jump between the protocols, placebo, and NaHCO3. A significant increase (p ≤ 0.05) was observed in triceps thickness 24 hours after the NaHCO3 session when compared to pre-placebo. Significant increases (p≤0.05) in CK were observed 24 hours after the placebo session, and significant increases in LDH and CK-MB were observed immediately after the placebo session. The NaHCO3 session showed a significant increase (p≤0.05) in CK-MB immediately afterward, but without differing from the placebo session. Conclusion: Supplementation with NaHCO3 improved performance and possibly attenuated or prevented DMIE
- ItemCulturas escolares nas prescrições para o ensino da educação física do sistema colégio militar do Brasil (2002-2021)(Universidade Federal do Espírito Santo, 2025-11-19) Cauper, Dayse Alisson Camara; Ferreira Neto, Amarílio; https://orcid.org/0000-0002-3624-4352; http://lattes.cnpq.br/0813381772579489; https://orcid.org/0000-0002-4280-2728; http://lattes.cnpq.br/8564550055399301; Mello, Andre da Silva; https://orcid.org/0000-0003-3093-4149; http://lattes.cnpq.br/1466918874732141; Locatelli, Andrea Brandão; https://orcid.org/0000-0001-7305-0787; http://lattes.cnpq.br/8754516218846670; Rocha Junior, Coriolano Pereira da; https://orcid.org/0000-0001-8228-2088; http://lattes.cnpq.br/5043564877292093; Melo, Victor Andrade de; https://orcid.org/0000-0002-1983-1475; http://lattes.cnpq.br/9730234823420258This thesis analyzes the prescriptions for Physical Education teaching in Military Schools and, specifically, investigates the participation of civilian teachers in the development and revision of these curricular devices that were in effect between 2002 and 2021. The study utilizes the following sources: a) Physical Education curricula from the Brazilian Military School System (BMSS), referred to as the Study Area Plan, Discipline Plan, and Didactic Sequence Plan; b) magazines produced annually by the Military Schools; c) ordinances, bulletins, and other documents; d) interviews conducted with Military School teachers. From a theoretical and methodological perspective, the investigation is grounded in Cultural History, in Chartier (1990), Bloch (2001), Certeau (1998), in the Italian microhistory of Ginzburg (1989), and operates in the interpretation of data through the analytical category of school culture. Chapter I situates the reader regarding the investigated educational context and the object of the thesis. It also presents the objectives, theoretical framework, and the study's organization. Chapter II demonstrates, through a state-of-knowledge review, that although Physical Education within the Brazilian Military School System has been an investigated topic since the mid-2000s, it is only in studies conducted from the late 2010s onward that the prescriptions for this curricular component began to be mobilized as sources by researchers. Furthermore, none of them mobilized the prescriptions as an object of study. Chapter III establishes, through bibliographic research on the Modernization Process of Army Education, the diachronic aspect of the school culture within the Brazilian Military School System which, especially during the implementation of competency-based teaching, created conditions for the participation of civilian teachers in the development and revision of teaching prescriptions for curricular components. Chapter IV demonstrates, through historical document analysis, that the prescriptions for Physical Education teaching in Military Schools approached the perspective of the printed medium as a Toolbox until the implementation of competency-based teaching, when they moved away from this model and toward the concept of the Pedagogical Collection. After the consolidation of competency-based teaching in the BMSS, this material retains aspects that classify it as a Pedagogical Collection but also presents elements that characterize it as a Toolbox, indicating a hybrid printed form. Chapter V presents, through descriptive exploratory research, possible outcomes of the Educational Modernization in Military Schools as recorded in their magazines, highlighting the synchronic dimension of school culture within the BMSS. Chapter VI demonstrates, through qualitative research, that civilian teachers operated in the curricular revision through tactics and strategies to legitimize the school culture they represented, given the scenario of competing representations of how Physical Education should be in the BMSS. Based on these primary results, the study confirms the hypothesis that the school cultures of Military Schools have been assuming a leading role in the processes of curricular development and revision for the Physical Education discipline, through its interlocutors who are periodically called to meet to participate in the polemological game Certeau (1998) that defines the updating of this curricular component's curriculum.
- ItemProjeto de vida e formação escolar de estudantes atletas, estudantes trabalhadores e estudantes(Universidade Federal do Espírito Santo, 2025-12-05) Souza, Camilo Araújo Máximo de; Rocha, Hugo Paula Almeida da; https://orcid.org/0000-0003-2237-1155; http://lattes.cnpq.br/9904541072937059; Soares, Antonio Jorge Gonçalves; https://orcid.org/0000-0001-7769-9268; http://lattes.cnpq.br/9726601553271394; https://orcid.org/0000-0002-8607-4312; http://lattes.cnpq.br/1699252999109720; Martins, Mariana Zuaneti; https://orcid.org/0000-0003-0926-7302; http://lattes.cnpq.br/7281518704205888 ; Ferreira Neto, Amarílio; https://orcid.org/0000-0002-3624-4352; http://lattes.cnpq.br/0813381772579489; Gama, Dirceu Ribeiro Nogueira da; https://orcid.org/0000-0003-4972-650X; http://lattes.cnpq.br/4704514536667110 ; Telles, Silvio de Cassio Costa; https://orcid.org/0000-0003-2652-6118; http://lattes.cnpq.br/9130913958427863Dual careers have become a growing challenge in the educational environment, based on the specific demands of young people involved in this reality who seek to reconcile their student careers with work or any other type of professional training that is independent of school. In the basic school system, we have typical students, working students, and student athletes. However, depending on the type of student, we can say that they have very different demands. Each type of institution, in addition to school, imposes demands, values, and opportunities on young people that are reflected in the way their life plans are constructed. The objective of this research is to analyze and compare the schooling and life projects of young student soccer players, young working students, and typical young students. The specific objectives are: to compare routines and identify the main challenges faced by working students, student athletes, and typical students; to observe the processes of reconciliation and organization of time allocated to school and work activities. In the first phase of the research, 176 typical young students, working students, and student athletes responded to a survey. In the second phase of the study, 15 typical and atypical young students were interviewed using a semi-structured and open-ended script. The young participants in this study were members of the youth teams of two professional soccer clubs in Rio de Janeiro and two high schools linked to the Rio de Janeiro State Department of Education. The interviews were analyzed by mapping the recurring themes that emerged in the interviewees' statements. The results show that the central theme of the research is based on five interrelated pillars: professional identity and life plans, barriers to schooling, strategies for coping with the demands of dual careers, school environment, and family involvement. Analysis of each group showed that young student athletes prioritize sports training over academic training. Young working students in the formal labor market value their positions and aspire to remain and develop professionally in their field. Young students working in informal jobs seek alternatives to migrate in search of new job opportunities that offer better salaries and adequate structures to perform their duties. The schooling process experienced by typical and atypical young students differs. Typical young students devote themselves solely to academic training and therefore face less complex barriers, as they do not need to juggle two types of training. Young working students and student athletes who juggle work and sports training with academic training describe experiencing greater physical and emotional overload in managing their routines and responding to all the demands of the institutions. The basic education system in Brazil is structured around regular schools to serve typical young people, those who, in theory, are focused on completing their schooling. On the other hand, it offers few solutions to the problems faced by atypical young students who need to balance two careers, i.e., schooling with another type of parallel training. Finally, the unequal scenario requires that public policies developed by the State be specific and designed according to the demands ofeach group of students in school, building a viable environment for the integral development ofyoung people involved in dual careers in Brazil.
- ItemCidade, corpos e sensibilidades: estratégias e táticas na formação do cidadão republicano em Vitória (1908-1912)(Universidade Federal do Espírito Santo, 2025-05-08) Beccalli, MIchel Binda; Schneider, Omar; https://orcid.org/0000-0003-4146-7216; http://lattes.cnpq.br/5707926073087346 ; https://orcid.org/0000-0003-1193-7715; http://lattes.cnpq.br/4795736854523875; Gomes, Ivan Marcelo; https://orcid.org/0000-0002-0311-9651; http://lattes.cnpq.br/5874951331253226 ; Locatelli, Andrea Brandão; https://orcid.org/0000-0001-7305-0787; http://lattes.cnpq.br/8754516218846670; Vago, Tarcísio Mauro; https://orcid.org/0000-0001-5229-5582; http://lattes.cnpq.br/3671595343974895 ; Bruschi, Marcela; https://orcid.org/0000-0003-3948-9408; http://lattes.cnpq.br/4287790417067035This thesis analyzes the relationships among city, bodies, and sensibilities through the strategies and tactics involved in shaping the republican citizen in Vitória, Espírito Santo, during Jerônimo Monteiro's administration (1908-1912). Grounded in the perspective of New Cultural History, the research addresses urban interventions carried out under the "Uniform Plan for Improvement and Beautification of the City of Victoria," accessed through the reconstruction of material and documentary vestiges left by urban changes. The study argues that urban reforms had a pedagogical character aimed at educating the senses and forging sensibilities aligned with republican ideals of civility, hygiene, and progress. Urban transformations, such as street widening, sanitation, creation of green spaces, and regulation of commerce and circulation, are examined not merely as physical interventions but as fundamental symbolic and cultural devices in constructing new standards of behavior, beauty, and health. Methodologically, the research employs the evidential paradigm, analyzing diversified historical sources, including contemporary newspapers, official documents, photographic collections, and police inquiries. This approach enabled identifying and interpreting citizens' daily practices, revealing resistances and adaptations to official norms, understood in this study as tactics of permanence and negotiation within urban spaces. The thesis demonstrates that urban modernization in Vitória during the First Republic represented an ambitious project of sensory and sensibility education, intending to mold citizens consistent with republican expectations of order, progress, and civility. However, far from being a linear or homogeneous process, this formation was permeated by daily resistances and negotiations, highlighting the intrinsic complexity of the republican project.