Entre o ócio e o negócio: possibilidades de desenvolvimento da motricidade escolar
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/2300 |
Resumo: | The productive logic invades all aspects of life, including education, and with its ideology power distorts reality and enslaves minds in order to acquire economic advantages. This cunning scheme is developed with the school aid that uses the curriculum components, such as physical education, to perpetuate the mercantile greed, by designing a practice focused on obedient fitness bodies, able to fit into a real paradigmatic business. In opposition to this ideology of quantify the results of the educative business (denial of idle state), it was proposed the development of a action-idleness (idle and fun action, lazy and playful, of a human situated in both actions and values genuinely humans) in the Scholar Physical Education (in three Basic Education schools) of two northern (interior) towns of São Paulo State, in the 2nd half of 2012. To understand the educative processes mobilized by this action, objective of this thesis, we used both Phenomenology and Analysis of the Situated Phenomenon as referential and proceedings methodological, because they allow the interpretation of lived experiences, under the person s inner perspective involved in the research process. With how the unveiled experience from the discourses analysis of both students and participants of the project in the Basic Education schools the human relations valuing and the effective participation in the proposed activities were perceived. In the undergraduates discourses, the first assessment was of doubt about the possibility to effective the action in school, however, the teaching praxis insertion had the perception that they were effectively learning it, because they could live positive experiences in relation to go-beyond the established (paradigm of Human Motricity) for the Scholar Physical Education. Within the major considerations stemming with the research, one may highlight: The necessary of being attentive for the educational pessimism both institutionalized and naturalized; the action must not start with a simulated teaching so that the praxis do not be inauthentic; By Being-More, In-Action, it is possible to change from a productive ethics to an ethics where the greatest goods are the feelings and human relationships. |
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Lemos, Fábio Ricardo MizunoGonçalves Junior, Luizhttp://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4721826Y3http://lattes.cnpq.br/972000950294125574e0292c-facb-4275-9472-8b3b545405262016-06-02T19:35:49Z2013-05-062016-06-02T19:35:49Z2013-02-28LEMOS, Fábio Ricardo Mizuno. Entre o ócio e o negócio : possibilidades de desenvolvimento da motricidade escolar. 2013. 200 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2013.https://repositorio.ufscar.br/handle/ufscar/2300The productive logic invades all aspects of life, including education, and with its ideology power distorts reality and enslaves minds in order to acquire economic advantages. This cunning scheme is developed with the school aid that uses the curriculum components, such as physical education, to perpetuate the mercantile greed, by designing a practice focused on obedient fitness bodies, able to fit into a real paradigmatic business. In opposition to this ideology of quantify the results of the educative business (denial of idle state), it was proposed the development of a action-idleness (idle and fun action, lazy and playful, of a human situated in both actions and values genuinely humans) in the Scholar Physical Education (in three Basic Education schools) of two northern (interior) towns of São Paulo State, in the 2nd half of 2012. To understand the educative processes mobilized by this action, objective of this thesis, we used both Phenomenology and Analysis of the Situated Phenomenon as referential and proceedings methodological, because they allow the interpretation of lived experiences, under the person s inner perspective involved in the research process. With how the unveiled experience from the discourses analysis of both students and participants of the project in the Basic Education schools the human relations valuing and the effective participation in the proposed activities were perceived. In the undergraduates discourses, the first assessment was of doubt about the possibility to effective the action in school, however, the teaching praxis insertion had the perception that they were effectively learning it, because they could live positive experiences in relation to go-beyond the established (paradigm of Human Motricity) for the Scholar Physical Education. Within the major considerations stemming with the research, one may highlight: The necessary of being attentive for the educational pessimism both institutionalized and naturalized; the action must not start with a simulated teaching so that the praxis do not be inauthentic; By Being-More, In-Action, it is possible to change from a productive ethics to an ethics where the greatest goods are the feelings and human relationships.A lógica produtiva invade todas as dimensões da vida, incluindo a educação, e as condicionam com um poder ideológico que falseia realidades e escraviza consciências, em prol de vantagens econômicas. Tal artimanha é desenvolvida com o auxílio escolar que, em componentes curriculares como a Educação Física, perpetuam a cobiça mercantil, a conceber uma prática voltada para a preparação e condicionamento físicos de corpos obedientes, aptos a se encaixarem em um verdadeiro negócio paradigmático. Em oposição a essa ideologia de quantificação de resultados, do negócio (negação do ócio) educativo, foi proposto o desenvolvimento de uma ócio-ação (ação ociosa e lúdica, preguiçosa e brincante, de um ser humano situado em ações e valores genuinamente humanizados) na Educação Física Escolar (em três escolas de Educação Básica) de dois municípios da região norte (interior) do Estado de São Paulo, no 2º semestre de 2012. Para compreender os processos educativos mobilizados por esta ação, objetivo da presente tese, foram utilizadas a Fenomenologia e a Análise do Fenômeno Situado como referencial e procedimento metodológicos, por possibilitarem a interpretação das experiências vividas, sob a perspectiva das próprias pessoas envolvidas no processo de pesquisa. Como realidade experiencial desvelada, a partir da análise dos discursos dos estudantes e dos participantes do projeto nas escolas de Educação Básica, foram percebidas a valorização das relações humanas e a participação efetiva nas atividades propostas. Nos discursos dos licenciandos, a primeira constatação foi de dúvida sobre a possibilidade de efetivação da ação na realidade escolar, porém, com a inserção na práxis docente, houve a percepção de que estavam efetivamente apreendendo-a, pois puderam vivenciar experiências positivadas em relação ao ir-além do estabelecido (paradigma da Motricidade Escolar) para a Educação Física Escolar. Enquanto principais considerações advindas com a pesquisa, destacam-se: é preciso ficar atento ao pessimismo educacional institucionalizado e naturalizado; a ação não deve partir de uma docência simulada para que a práxis não seja inautêntica; Sendo-Mais, Em-Ação, é possível mudar da ética produtiva, para uma ética na qual os bens maiores são os sentimentos e as relações humanas.application/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarBRPráticas sociais e processos educativosEducação Física EscolarMotricidade HumanaÓcioAção LibertadoraEducative ProcessesScholar Physical EducationHuman MotricityIdlenessLiberating ActionCIENCIAS HUMANAS::EDUCACAOEntre o ócio e o negócio: possibilidades de desenvolvimento da motricidade escolarinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-1-11e19efff-07a4-474b-9b51-536e3070f95ainfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL5076.pdfapplication/pdf5930694https://repositorio.ufscar.br/bitstream/ufscar/2300/1/5076.pdff46a6dd6878c209a58bef22a93445d33MD51TEXT5076.pdf.txt5076.pdf.txtExtracted texttext/plain0https://repositorio.ufscar.br/bitstream/ufscar/2300/2/5076.pdf.txtd41d8cd98f00b204e9800998ecf8427eMD52THUMBNAIL5076.pdf.jpg5076.pdf.jpgIM Thumbnailimage/jpeg5611https://repositorio.ufscar.br/bitstream/ufscar/2300/3/5076.pdf.jpg3322256866a0031be3908b8dd4b13f5aMD53ufscar/23002023-09-18 18:31:47.304oai:repositorio.ufscar.br:ufscar/2300Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:47Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Entre o ócio e o negócio: possibilidades de desenvolvimento da motricidade escolar |
title |
Entre o ócio e o negócio: possibilidades de desenvolvimento da motricidade escolar |
spellingShingle |
Entre o ócio e o negócio: possibilidades de desenvolvimento da motricidade escolar Lemos, Fábio Ricardo Mizuno Práticas sociais e processos educativos Educação Física Escolar Motricidade Humana Ócio Ação Libertadora Educative Processes Scholar Physical Education Human Motricity Idleness Liberating Action CIENCIAS HUMANAS::EDUCACAO |
title_short |
Entre o ócio e o negócio: possibilidades de desenvolvimento da motricidade escolar |
title_full |
Entre o ócio e o negócio: possibilidades de desenvolvimento da motricidade escolar |
title_fullStr |
Entre o ócio e o negócio: possibilidades de desenvolvimento da motricidade escolar |
title_full_unstemmed |
Entre o ócio e o negócio: possibilidades de desenvolvimento da motricidade escolar |
title_sort |
Entre o ócio e o negócio: possibilidades de desenvolvimento da motricidade escolar |
author |
Lemos, Fábio Ricardo Mizuno |
author_facet |
Lemos, Fábio Ricardo Mizuno |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/9720009502941255 |
dc.contributor.author.fl_str_mv |
Lemos, Fábio Ricardo Mizuno |
dc.contributor.advisor1.fl_str_mv |
Gonçalves Junior, Luiz |
dc.contributor.advisor1Lattes.fl_str_mv |
http://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4721826Y3 |
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74e0292c-facb-4275-9472-8b3b54540526 |
contributor_str_mv |
Gonçalves Junior, Luiz |
dc.subject.por.fl_str_mv |
Práticas sociais e processos educativos Educação Física Escolar Motricidade Humana Ócio Ação Libertadora |
topic |
Práticas sociais e processos educativos Educação Física Escolar Motricidade Humana Ócio Ação Libertadora Educative Processes Scholar Physical Education Human Motricity Idleness Liberating Action CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Educative Processes Scholar Physical Education Human Motricity Idleness Liberating Action |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The productive logic invades all aspects of life, including education, and with its ideology power distorts reality and enslaves minds in order to acquire economic advantages. This cunning scheme is developed with the school aid that uses the curriculum components, such as physical education, to perpetuate the mercantile greed, by designing a practice focused on obedient fitness bodies, able to fit into a real paradigmatic business. In opposition to this ideology of quantify the results of the educative business (denial of idle state), it was proposed the development of a action-idleness (idle and fun action, lazy and playful, of a human situated in both actions and values genuinely humans) in the Scholar Physical Education (in three Basic Education schools) of two northern (interior) towns of São Paulo State, in the 2nd half of 2012. To understand the educative processes mobilized by this action, objective of this thesis, we used both Phenomenology and Analysis of the Situated Phenomenon as referential and proceedings methodological, because they allow the interpretation of lived experiences, under the person s inner perspective involved in the research process. With how the unveiled experience from the discourses analysis of both students and participants of the project in the Basic Education schools the human relations valuing and the effective participation in the proposed activities were perceived. In the undergraduates discourses, the first assessment was of doubt about the possibility to effective the action in school, however, the teaching praxis insertion had the perception that they were effectively learning it, because they could live positive experiences in relation to go-beyond the established (paradigm of Human Motricity) for the Scholar Physical Education. Within the major considerations stemming with the research, one may highlight: The necessary of being attentive for the educational pessimism both institutionalized and naturalized; the action must not start with a simulated teaching so that the praxis do not be inauthentic; By Being-More, In-Action, it is possible to change from a productive ethics to an ethics where the greatest goods are the feelings and human relationships. |
publishDate |
2013 |
dc.date.available.fl_str_mv |
2013-05-06 2016-06-02T19:35:49Z |
dc.date.issued.fl_str_mv |
2013-02-28 |
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2016-06-02T19:35:49Z |
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LEMOS, Fábio Ricardo Mizuno. Entre o ócio e o negócio : possibilidades de desenvolvimento da motricidade escolar. 2013. 200 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2013. |
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https://repositorio.ufscar.br/handle/ufscar/2300 |
identifier_str_mv |
LEMOS, Fábio Ricardo Mizuno. Entre o ócio e o negócio : possibilidades de desenvolvimento da motricidade escolar. 2013. 200 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2013. |
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