Mestrado em Educação Física
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- ItemDesenvolvimento profissional e formação continuada em educação física: uma imersão na vida de professor(Universidade Federal do Espírito Santo, 2025-09-26) Polati, Giulliana Veiga; Figueiredo, Zenólia Christina Campos; https://orcid.org/0000-0001-9637-4581; http://lattes.cnpq.br/3674967450536858 ; https://orcid.org/0009-0004-1248-2315; http://lattes.cnpq.br/4007141097243350 ; Sá, Maria das Graças Carvalho Silva de; https://orcid.org/0000-0003-3460-7268; http://lattes.cnpq.br/8788192602168336; Vago, Tarcísio Mauro; https://orcid.org/0000-0001-5229-5582; http://lattes.cnpq.br/3671595343974895This work results from a master’s research study of a qualitative nature, grounded in life history narratives and based on the theoretical and methodological contributions of Josso (2004, 2006). Its objective was to investigate, understand, and analyze the narratives and reflections of participating teachers regarding continuing education, understood as an integral part of professional teacher development. To this end, the study was anchored in the contributions of authors such as Garcia (1999, 2009), Nóvoa (1995, 2001), Gatti (2010), Imbernón (2010), Cunha (2013), Day (1999), Formosinho (2009), and Schön (2000), who discuss professional development and the construction of teacher identity throughout the career. The research values the epistemological aspects that permeate formative processes, conceiving teacher education as a continuous, permanent movement articulated with initial training. It focused on the formative trajectories of five Physical Education teachers, students and graduates of the Professional Master’s Program at the Center for Physical Education and Sports of the Federal University of Espírito Santo (UFES), seeking to understand how they mobilize the knowledge built in their pedagogical practices and the meanings they attribute to continuing education as a space of articulation between personal and professional dimensions. The data were generated through narrative interviews guided by generative scripts and analyzed through a comprehensive-interpretive approach inspired by Souza (2006, 2014), which enabled the understanding of the time to remember, narrate, and reflect on teaching experiences. The results indicate that teacher education occurs in diverse times and Spaces, formal and informal, individual and collective, encompassing autonomous study initiatives, peer collaboration, and participation in collective projects. The formative experiences reveal motivations that give meaning to teaching life, fostering transformations, re-significations, and the construction of knowledge. It is concluded that recognizing teachers as subjects of knowledge and formation requires policies and institutional practices that value listening, dialogue, and the sharing of experiences, reaffirming teacher education as a continuous, singular, and complex process, shaped by the historicity and centrality of teaching experiences.
- ItemRelações semióticas entre educação física e obras de artes na mediação pedagógica com a educação infantil(Universidade Federal do Espírito Santo, 2024-09-27) Gomes, Michelle Cristina Duarte; Mello, André da Silva; https://orcid.org/0009-0001-0378-0917; http://lattes.cnpq.br/1466918874732141; https://orcid.org/0009-0002-2664-9716 ; http://lattes.cnpq.br/0519674563993715; Simão, Márcia Buss; https://orcid.org/0000-0001-6076-0640 ; http://lattes.cnpq.br/6386088355020507; Mazzei, Victor Reis; https://orcid.org/0000-0003-0520-7580 ; http://lattes.cnpq.br/3624226389119309This dissertation had as its object of study the articulation between Physical Education (PE) and works of arts in pedagogical mediations with Early Childhood Education (EI), in a phenomenological dimension of thirdness, anchored in Semiotics. Although the different languages have educational potential recognized in the legal and pedagogical sphere, as well as in the academic-scientific production in the area, the way in which Physical Education is articulated with the arts in Early Childhood Education still needs greater understanding and deepening. The objective of the dissertation was to analyze the possibilities and challenges for the articulation between Physical Education and works of arts in a third-party Semiotic dimension, in pedagogical mediations with Early Childhood Education. From this general objective, the following specific objectives unfold: a) identify, in the academic productions of the PPGEF at Ufes, the categories of semiotic experiences in the pedagogical mediations of PE with the multiple languages in EI; b) encourage, through Collaborative Action Research (PAC), pedagogical mediations with EI that articulate PE with works of art in a third-party Semiotic dimension, which favor children's cultural production; c) state the impact of the pedagogical experience on the continued training of the teachers involved. Qualitative research combined two methodologies: Bibliographic Research with Collaborative Action Research. From the 17 academic-scientific productions identified, we highlight two categories: types of languages mobilized in PE pedagogical practices and semiotic experiences in PE pedagogical mediations with EI. With the exploration of the theoretical locus, we subcategorized the types of languages identified into: make-believe; children's literature and storytelling; audio-visual; dramatization and cultural presentation; modeling; music; dance; painting; design. Semiotic experiences were subcategorized into: firstness, secondness and thirdness. The Action Research was carried out at CMEI Maria Nazareth Menegueli, from the Municipal Network of Vitória/ES (PMV), with monitoring of PE classes in Group 6. The subjects participating in the research were 21 children aged between 5 and 6 years old. age, together with the institution's Physical Education Teacher, who was our collaborator in planning and pedagogical mediations. The data produced were interpreted in the light of Semiotics (Santaella, 1983; 2004; 2008), Sociology of Childhood (Sarmento, 2008; 2013), above all, from an interpretative perspective (Corsaro, 2005; 2009), and the assumptions of Daily Life Studies (Certeau, 2014) and categorized according to the themes of the CMEI Institutional Project: Life made a word that liberates and produces love, We affirm our nests and backyards through forests, plants and animals and We affirm our nests and backyards by the original peoples. After developing the PAC, we carried out a narrative interview with the collaborating teacher, with the intention of understanding the impact of the experience on her professional and personal trajectory, as, in the research process, there was a new meaning of her pedagogical practice. At this juncture, we intend and captivate, taking into account that the objectives of the PAC are the transformation of the investigated reality and the production of knowledge, that carrying out the research would contribute to the redefinition of pedagogical practices, bringing together what is prescribed and what is experienced in mediation of multiple languages related to the arts in Physical Education classes in Early Childhood Education
- ItemO curso de bacharelado em Educação Física da Ufes e sua relação com o conceito de formação pedagógica(Universidade Federal do Espírito Santo, 2025-09-12) Guedes, Alvimar Jorge; Figueiredo, Zenólia Christina Campos; https://orcid.org/0000-0001-9637-4581; http://lattes.cnpq.br/3674967450536858; 0009-0000-3208-012X; http://lattes.cnpq.br/9561221620738183; Almeida, Ueberson Ribeiro; https://orcid.org/0000-0001-9255-4542; http://lattes.cnpq.br/1735265888095821; Silva, Bruno Vasconcellos; https://orcid.org/0000-0002-8001-1011; http://lattes.cnpq.br/7356880573554101Our research seeks to understand how the teaching staff of the Bachelor's degree in Physical Education at the Federal University of Espírito Santo (UFES) understands pedagogical formation and how it is materialized in the daily classroom. We chose a qualitative approach due to its subjective nature, its exploratory bias and the spontaneity that this type of approach gives to the research. In addition, the possibilities of developing concepts based on facts, ideas or opinions associated with the research problem and the interpretative understanding make the qualitative method the most appropriate way to empirically capture the object resulting from our work. We also used semi-structured interviews as a data collection instrument, because we understood that, with the establishment of a dialogical relationship between the interviewer and the interviewee, the questions would give rise to new conjectures arising based on the responses of the research colaborators, a total of ten, six male and four female teaches. Regarding the justification, we realized that there is a need to understand the Bachelor's Degree as a proposal for differentiated training that meets the discussion and debate about what is proposed as a curriculum and what is called Pedagogical Training in training. In our final considerations, we would like to point out that there is a diverse understanding of the topic. On the hand, pedagogical formation is seen of a set of tools that teachers use to enhance their teaching practices. On the other hand, we find teachers who give the subject on epistemological bias when, supported by the bibliography of the area and the Human Sciences, they create the possibility of leading students to a moment of reflection that enables debate and discussion with a view to building a critical view of the course and its representation in the social context. The fact is that pedagogical training runs through the disciplines and is sometimes materialized in a limited and reduced way, but also as a dynamic, active and enhancing tool for critical debate as a training and educational instrument, so that it not treated as a simple complement or something secondary, but as a tool capable of breaking with the idea that teaching is just transmitting technique or content.
- ItemDo alto rendimento para o picadeiro : a transição de carreira da ginástica artística para o circo(Universidade Federal do Espírito Santo, 2024-08-13) Vaz, Halana Coutinho; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador3; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador4; ID do co-orientador4; Lattes do co-orientador4; Orientador1; https://orcid.org/; http://lattes.cnpq.br/; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; 1º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 2º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 3º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 4º membro da banca; http://lattes.cnpq.br/; 5º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 6º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 7º membro da banca; https://orcid.org/; http://lattes.cnpq.br/Since the beginning of the 21st century, many high-performance athletes from Brazilian Artistic Gymnastics have chosen to migrate to the circus after the end of their sports careers. In seeking to understand this phenomenon, the aim of this study was to investigate sports retirement and the career transition of former Brazilian artistic gymnasts to the circus, more specifically, to the Canadian companies Cirque du Soleil and Cavalia. This is a qualitative study, with data collected through semi-structured interviews. The research sample consisted of 12 former gymnasts, over 18 years old, selected through purposive sampling. For data analysis, Thematic Analysis was employed, allowing the identification, organization, analysis, and reporting of patterns within the data through detailed organization and description. Both voluntary and involuntary reasons for retirement were identified, including injuries, being released from clubs, and personal choices. The research also highlighted the complexity of the transition to post-competitive life and the need for adequate support. Many former gymnasts found new opportunities in the circus. The data revealed that intrinsic motivation for joining the circus stemmed from the pursuit of self-fulfillment, learning a new language, the circus lifestyle, leveraging athletic experience, and an appreciation for the arts. Extrinsic motivations included the desire to live abroad, travel opportunities, financial gain, and the influence of close individuals. The transition process to the circus presented challenges that fostered personal and professional growth through more flexible training and increased responsibility as performers. The study emphasizes the importance of ongoing support and evidence-based interventions to ensure the well-being of athletes in their new journeys
- ItemA 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/9450619789833040Historically, 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.