Navegando por Assunto "Physical education"

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A educação para a cidadania global da UNESCO e seus nexos com a formação de professores de educação física no Pará
(Universidade Federal do Pará, 2019-06-24) BASTOS, Robson dos Santos; MAUÉS, Olgaíses Cabral; http://lattes.cnpq.br/0118802077232494; https://orcid.org/0000-0002-6012-1432
This study is part of the graduate program in education of the Federal University of Pará (UFPA), in the line of teacher training: Teaching Work, Educational theories and practices. In this research, we had as general objective to analyze the possible nexus between education for Global citizenship, formatted by Unesco, and the proposed training is established in Teaching political projects of physical education courses public universities in the State of Pará. It is a documentary study, inspired by the Marxian tradition as a method of analysis and theory of knowledge. As categories of analysis, we use the citizenship and education for Global citizenship, teacher training and physical education. Thus, in this study, we examine the concept of global citizenship, since your design in the classical liberalism, passing by your state of ressignification Social Welfare, up your Constitution by neoliberalism, when develops, based on the logic of globalization of the capitalist economy The study also revealed the assumptions adopted by Unesco that subsidize education for Global citizenship, as well as their strategies to assist policymakers, teachers and institutions in the development of this proposal on education and training of teachers In addition, we identify the relationships established between the Unesco recommendations for teacher training based on ECG and national curriculum guidelines for the training of the Graduate in physical education, in order to identify the possible nexus of common aspects the ECG with the Pedagogic political projects of the course of physical education from the the University of the State of Pará (CEDF/ UEPA) and the Faculty of physical education from the Federal University of Pará (FEF/UFPA). The result of the research allowed us to conclude that, among the documents investigated, the PPC that guides the teaching at the Faculty of Physical Education of the Federal University of Pará (UFPA) is the one that presents significant links with UNESCO recommendations for the development of Education for Global Citizenship; On the other hand, the PPP of the Physical Education Course of the State University of Pará (UEPA) is in the opposite direction of a neoliberal proposal.
Acesso aberto (Open Access)
Formar para ensinar e pesquisar: perspectivas para a relação entre ensino e pesquisa na formação de professores de educação física
(Universidade Federal do Pará, 2019-08-28) FURTADO, Renan Santos; BORGES, Carlos Nazareno Ferreira; http://lattes.cnpq.br/2548063126332942; https://orcid.org/0000-0002-1911-2278
This research aims to study the relationship between teaching and research in the training of Physical Education teachers. Thus, having as theoretical support concepts of Theodor Adorno and Paulo Freire, we reflect on the following question: what are the perspectives that we can point to a formative imbrication between teaching and research in the formation of Physical Education teachers? Thus, we have as general objective: to discuss the perspectives for a formative imbrication between teaching and research in the formation of Physical Education teachers. As specific objectives, we intend to: 1) Understand the way some documents of Education and Physical Education approach research and teaching. 2) To investigate from the historical point of view the constitution of the scientific field of Physical Education and the relationship between research and teaching in the area. 3) Discuss the meaning of the formative action and the social function of the teacher trainer / researcher. 4) Point out perspectives for training for research in Physical Education from the contributions of Theodor Adorno and Paulo Freire. Regarding the methodological procedures, regarding the type of research, it is a theoretical study, which uses a specialized bibliography related to the object to deal with the issue, as well as selected documents that characterize a certain empirical contribution. We use content analysis as a data analysis technique. We conclude that semiformation has entered the initial formation of Physical Education teachers from historical and contemporary mechanisms, a fact that delayed the intellectual production of the area. As ways to overcome this scenario of semiformation, we point out the need for teacher / researcher training to take place in dialogue with the political, ethical / human, technical / scientific and cultural aspects of training. Finally, we point out two perspectives that we can consider for the deepening of an education for emancipatory research in the training of Physical Education teachers, which are: to recognize that research requires the accumulation of theoretical and methodological foundations that enable a real investigation and interpretation of phenomena. , and consider that research training needs to form subjects capable of thinking and producing concepts beyond the appearance and ideological coercions of the capital world.
Acesso aberto (Open Access)
A importância da educação física na visão dos alunos de uma escola pública
(Universidade Federal do Pará, 2018-11) MORAES, João Carlos Pereira de; GOZI, Paulo Ricardo Brasilio
This work aims to analyze the students' perception regarding the interest in the Physical Education classes of a public school and with this raise possible resolutions for these problems in order to provide classes with quality and interest and participation of the students. For that, a questionnaire with 15 questions was applied and applied to 39 students of both sexes of a public school located in a city in the interior of the parana. As a result, one can see repetitive activities, students with little motivation to participate in practical classes, and yet a well-prepared school in their infrastructure for activities. It is evidenced the absence of a common project for the teaching activity in Physical education that motivated and enabled the subjects to approach and participate actively in the classes of the discipline.