Educação física e a educação integral e de tempo integral no Brasil

• Autor(a) principal: Pizani, Juliana
• Data de Publicação: 2016
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
• Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/2152
• topic: Educação física - Educação de tempo integral - Educação integral; Esporte da escola; Ciências da Saúde; Educação Física

For making educational programs and consolidating of public educational policies is a government priority agenda is important. We know therefore that in Brazil does not exist a public policy that ensures the presence of full-time education in schools, even if the Programa Mais Educação has proceeded to this consolidation, because it seeks a universal comprehensive education in extended working day in the country. Thus, the thesis was to analyze the full-time education in Brazil and its relation to the area of physical education, with the contribution the debate about knowledge production in full-time education and physical education at school as well as the results achieved by macrocampo Esporte e Lazer - Esporte da Escola. To achieve the proposed objective structured the thesis in three articles. The first, it is a systematic review aimed to present the state of the art full-time education from national and international databases, in order to characterize the production of knowledge, as well as education area of the presence of identification physical as of this research. We identified a little consistent correlation between physical education and full-time education, the low number of articles discussing this relationship. The other articles analyzed fro especially on the discontinuity of public policies for full-time education. The second, an integrative review aimed to analyze the production of knowledge on physical education in schools in the period 1980-2014, through an integrative review of theses and dissertations in order to characterize the research and mapping of propositions to the scene of the comprehensive education and full-time. The results showed that the theses and dissertations are mostly characterized as type diagnostic / descriptive, and body culture as a priority issue. We conclude that the proposals consider a discussion focused on comprehensive education, but are considering full-time education. And the third, of descriptive, objective discuss how the Esporte da Escola can contribute to the realization of the potential of physical education in the context of comprehensive education and full-time. We conclude that, even physical education is constituted as a potential area to be inserted in the context of comprehensive education and full-time, through the Esporte da Escola also is necessary the presence of monitors with specific training in the area, one facilitator for the realization of a comprehensive education in fact, having the body practices as working object. Overall, we found a deficit in the production of knowledge about physical education and comprehensive education and full-time and identified strong links between physical education and Esporte da Escola, where both have about the school principles. Thus, physical education is a potential area to strengthen the goals of the Esporte da Escola as an inducer policy to democratize access to practice and sports culture in school and still needs investment towards developing a public policy that seeks to ensure the development of a full-time education that includes physical education integral way.