Mestrado em Educação Física
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- ItemEthos Wellness: Um estudo de caso em uma academia de ginástica e musculação em Vitória/ES(Universidade Federal do Espírito Santo, 2023-07-20) Loures, Ana Luísa Martins; Gomes, Ivan Marcelo; https://orcid.org/0000-0002-0311-9651; http://lattes.cnpq.br/5874951331253226; https://orcid.org/0009-0009-9789-5317; http://lattes.cnpq.br/6209473422533219; Bassani, Jaison José; https://orcid.org/0000-0003-2769-8747; http://lattes.cnpq.br/0747910694137606; Rigoni, Ana Carolina Capellini; https://orcid.org/0000-0002-9757-6860; http://lattes.cnpq.br/1157460929915481The development of this work stems from initial concerns that I outlined during my undergraduate studies, WHERE the gym, in all its rituals, symbols, and liturgy, captivated my curiosity and made me want to understand this place from its forms of (re)construction of subjectivities, more than just “bodies”. Thus, the investigation conducted here aimed to analise how – and if – the admission and frequency of individuals in the gym caused any significant change, whether behavioral, such as individuals’ food choices, ways and/or products of consumption, clothing, way of speaking, of walking, and/or also in their forms of expression and thought. To achieve the research objectives, interviews were conducted with gym-goers and instructors at a gym located in Vitória/ES, followed by a participant observation at the site. The intention is to examine what I call the Ethos Wellness, from the perspective of possible chances produced through a deeper contact of individuals with the way of being, living and existing founded on this ethos, and also to scrutinize the operating logic in which establishes the Ethos Wellness.
- ItemDimensões de renovação da Educação Física no Uruguai: uma escrita realizada com docentes do campo(Universidade Federal do Espírito Santo, 2023-05-25) Sampaio, Amanda Furlam; Almeida, Felipe Quintao de; https://orcid.org/0000000240565159; http://lattes.cnpq.br/3827408926506567; https://orcid.org/; http://lattes.cnpq.br/3592648562453116; Gomes, Ivan Marcelo; https://orcid.org/0000-0002-0311-9651; http://lattes.cnpq.br/5874951331253226; Quintero, Cecilia Seré; https://orcid.org/0000-0001-8845-3394; http://lattes.cnpq.br/2770893663386217Este trabajo propone un análisis y una interpretación de los procesos de crítica y renovación en el campo de la Educación Física en Uruguay. Para llegar a nuestras fuentes de información, primero intentamos conocer el campo en Uruguay a través de textos que caracterizan el escenario de la Educación Física en ese país. La investigación se llevó a cabo a través de seis entrevistas a diferentes personas que fueron estudiantes y posteriormente profesores del Instituto Superior de Educación Física, único lugar encargado de formar a los maestros y maestras que trabajan con la Educación Física durante el siglo XX, llegando hasta nuestros días. Se caracteriza por ser una investigación cualitativa y de abordaje bibliográfico. Las entrevistas permitieron una aproximación a la tradición de la Educación Física en este país, el proceso de formación de estos docentes Luego de comprender este proceso, el trabajo se propone resaltar los principales cambios que manifiestan los seis entrevistados para comprender la renovación de este campo, los principales referentes teóricos que llegan, las principales perspectivas metodológicas, la concepción del cuerpo y de la Educación Física, y sus concepciones políticas que representan un fragmento de la Educación Física en Uruguay; también buscamos poner en diálogo con algunas proposiciones ya realizadas. Esperamos, con este trabajo, ampliar el conocimiento sobre el tema en este país, ofrecer nuevos datos importantes y contribuir al proceso de búsqueda de comprensión de la tradición crítica de la Educación Física en América del Sur.
- ItemIniciativas de questionamento da ‘tradição’ na Educação Física: percepções através da trajetória acadêmica e profissional de 04 professores argentinos(Universidade Federal do Espírito Santo, 2023-04-14) Gomes, Debora Nascimento; Almeida, Felipe Quintão de; https://orcid.org/0000000240565159; http://lattes.cnpq.br/3827408926506567; https://orcid.org/0000-0002-4760-1095; http://lattes.cnpq.br/4053152694202762; Gomes, Ivan Marcelo; https://orcid.org/0000-0002-0311-9651; http://lattes.cnpq.br/5874951331253226; Lara, Larissa Michelle; https://orcid.org/0000-0001-9210-6360; http://lattes.cnpq.br/5513604609812725La Educación Física, en Argentina, experimento, a fines de la década de 1980, diferentes iniciativas de renovación en su estatus teórico y epistemológico. Estos cambios contribuyeron a la propuesta de diferentes directrices curriculares y directrices a nivel nacional para la elaboración curricular en el contexto de la formación de maestros de Educación Física y en la educación primaria. Según Cena, Fassina y Garro (2006) y Rozengardt (2014), la década de 1980 es un período importante, porque expresa un hito histórico y social frente a la posibilidad de fortalecer diferentes procesos de impugnación del "orden" actual que no conciernen solo a EF, sino al contexto general del país, marcado por procesos sociales más amplios que impactaron en la trayectoria de algunos maestros e intelectuales de la zona. En este proceso, según Levoratti (2018), diferentes profesionales presentaron tensiones sobre los significados y objetivos de la Educación Física. En vista de estos cambios, nuestra investigación tiene como objetivo analizar y comprender cómo estas iniciativas de cuestionamiento de la tradición, que impactaron en la trayectoria de diferentes maestros, tuvieron repercusiones en cómo entienden a EF. En términos metodológicos, se buscó conocer y entrevistar a cuatro docentes con participación activa en diferentes espacios de formación en Argentina. Estos profesores tenían influencias de diferentes países (de Europa y de la propia América Latina). Por lo tanto, se estaban apropiando de teorías, reflexionando e incluyendo nuevos conceptos en su investigación y transformando sus propias percepciones sobre el cuerpo, la educación física, sobre el tema, la educación y el mundo. En vista de lo anterior, es importante considerar los estudios de educación, filosofía y sociología como contribuyentes a lo que tanga el debate epistemológico e identitario en el área de la Educación Física. Era posible percibir una preocupación por no reducir la EF al deporte, a la comparación, al juicio de un cuerpo "sólo" como biológico.
- ItemDesafios e possibilidades para a mediação pedagógica com as danças populares no contexto da Educação Infantil(Universidade Federal do Espírito Santo, 2022-12-16) Favero, Rafaela Faria; Mello, Andre da Silva; https://orcid.org/; http://lattes.cnpq.br/1466918874732141; https://orcid.org/; http://lattes.cnpq.br/; Godoy, Kathya Maria Ayres de; https://orcid.org/; http://lattes.cnpq.br/; Martins, Rodrigo Lema Del Rio; https://orcid.org/; http://lattes.cnpq.br/abstract
- ItemContação de histórias, brincadeiras e dramatização nas mediações pedagógicas da educação física com a educação infantil(Universidade Federal do Espírito Santo, 2022-12-12) Franco, Fernanda Mendes; Mello, André da Silva; http://lattes.cnpq.br/1466918874732141; Santos, Wagner dos; https://orcid.org/0000000292167291; http://lattes.cnpq.br/9611663248753416; Zandominegue, Bethania Alves CostaThis thesis discusses the pedagogical use of children’s narrated playtime activities to mediate Physical Education (PE) and Early Childhood Education (ECE) via two research methods: a bibliographic research and an existential action research. Children’s narrated playtime activities are known to bring together storytelling, dramatization, and PE. This research aimed at: a) identifying what postgraduate studies in PE in Brazil have produced on teaching practices using role-play and storytelling in ECE; b) presenting and describing an action research proposal to ECE that employs storytelling, dramatization, literature, and corporeality in PE pedagogical mediation; and c) analyzing a proposal for pedagogical mediation between PE and ECE which sought to recognize and value children's protagonism, curricular articulation, and education of ethnic-racial relations through storytelling, games, and dramatization. The bibliographic research was selected to gather knowledge on the status of Brazilian postgraduate studies’ outcomes in PE regarding teaching practices using dramatization and storytelling in ECE. The data produced through the bibliographic research came from two digital platforms: CAPES’ Catalog of Theses and Dissertations and the Brazilian Digital Library of Theses and Dissertations. Although recognized as essential languages in ECE, storytelling and drama have appeared peripherally in most works, with little discussion regarding methodological treatment and children's visibility in productions. The existential action research scaffolded a pedagogical practice that articulates PE, storytelling, and dramatization. Procedures of the existential action research included participant observation, field diary, photographs, videos, narratives, children's drawings, and the WhatsApp application. Three pedagogical principles guided the action research data analysis: children's protagonism, curricular articulation, and education of ethnic-racial relations. Children had significant experiences for their learning and socialization processes through the articulation among storytelling (from children's literature on African and Afro-Brazilian cultural themes), dramatization, and physical education (with children’s playtime and games). They actively participated in the whole process, expressing opinions and exercising agency. It was possible to establish dialogue among different types of knowledge and subjects of the school community. Such articulation was built throughout the pedagogical mediations, which strengthened the meetings. At first, teachers' participation was low, but during the proposals development, they were allured and became engaged in the research. Episodes of prejudice and resistance to ethnic-racial relations' theme emerged throughout this process, though. Therefore, the rationale for continuous work on the topic and engagement in the anti-racist struggle, bursting the folk belief that calls for celebration dates to address these issues.