The Physical Education from the time of the thought to the time of the lived: an empiric/exploratory study about representations and teacher’s practice
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Acta Scientiarum. Education (Online) |
Texto Completo: | https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/36121 |
Resumo: | The present paper aimed to know the representations and the practices of Physical Education teachers, who teach in different cycles of teaching, related to the movement from the binomial ‘thought’ (the movement structured in the curriculum) and ‘lived’ (the one that is informal, not formal, of phenomenological intention). To do so, two paradigms of curriculum and practice approach were taken as reference: the ‘Physical Education thought’ – of formal curriculum; the Physical Education – here called as lived – lived by the spontaneous act of the game, the play, the experiencing, the context, the circumstance. The group (sample) of study was constituted by 10 teachers (5 of the 2ndcycle and 5 of the 3rd cycle). For data collection, we used a semi-structured interview; for data analysis, we used a qualitative/content analysis of the data. The results reveal similar and complementary views on the issue. |
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The Physical Education from the time of the thought to the time of the lived: an empiric/exploratory study about representations and teacher’s practiceLa Educación Física del tiempo del ‘pensado’ al tiempo del ‘vivido’: un estudio empírico/exploratorio sobre representaciones y prácticas docentesA Educação Física do tempo do ‘pensado’ ao tempo do ‘vivido’: um estudo empírico/exploratório sobre representações e práticas docentesphysical educationthought movementlived movementschool.educación físicamovimiento pensadomovimiento vividoescuela.educação físicamovimento pensadomovimento vividoescola.The present paper aimed to know the representations and the practices of Physical Education teachers, who teach in different cycles of teaching, related to the movement from the binomial ‘thought’ (the movement structured in the curriculum) and ‘lived’ (the one that is informal, not formal, of phenomenological intention). To do so, two paradigms of curriculum and practice approach were taken as reference: the ‘Physical Education thought’ – of formal curriculum; the Physical Education – here called as lived – lived by the spontaneous act of the game, the play, the experiencing, the context, the circumstance. The group (sample) of study was constituted by 10 teachers (5 of the 2ndcycle and 5 of the 3rd cycle). For data collection, we used a semi-structured interview; for data analysis, we used a qualitative/content analysis of the data. The results reveal similar and complementary views on the issue. Se tiene como objetivo del presente trabajo conocer las representaciones y prácticas de los profesores de Educación Física, que enseñan en diferentes niveles de enseñanza, relativamente al movimiento a partir del binomio ‘pensado’ (el movimiento estructurado en el currículo) y ‘vivido’ (aquel que es informal, no formal, de intencionalidad fenomenológica). Con este fin, se tomaron como referencias dos paradigmas de abordaje del currículo y de las prácticas: La ‘Educación Física pensada’ – del currículo formal; y la Educación Física –que vamos a llamar de ‘vivida’ – vivida por acto espontáneo del bromear, del jugar, del experimentar, del contexto, de la circunstancia. El grupo (muestra) del estudio fue formado por 10 profesoras (5 del 2.º ciclo y 5 del 3.º ciclo). Para la recolección de datos se utilizó una entrevista semiestructurada, después hizo un análisis cualitativo/contenido a los datos. Los resultados revelan puntos de vistas similares y complementarios sobre el problema. Este artigo tem por objetivo conhecer as representações e práticas dos professores de Educação Física, a lecionar em diferentes ciclos de ensino, relativamente ao movimento a partir do binômio ‘pensado’ (o movimento estruturado no currículo) e ‘vivido’ (aquele que é informal, não formal, de intencionalidade fenomenológica). Para isso, foram tomadas como referência dois paradigmas de abordagem do currículo e das práticas: A ‘Educação Física pensada’ – do currículo formal; e a Educação Física – a que vamos chamar de ‘vivida’ – vivida pelo ato espontâneo do brincar, do jogar, do experimentar, do contexto, da circunstância. O grupo (amostra) de estudo foi constituído por 10 professoras (5 do 2º ciclo e 5 do 3º ciclo). Para a coleta de dados foi utilizada uma entrevista semiestruturada, sendo depois feita uma análise qualitativa/conteúdo aos dados. Os resultados revelam visões similares e complementares sobre a problemática. Universidade Estadual de Maringá2018-03-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/3612110.4025/actascieduc.v40i2.36121Acta Scientiarum. Education; Vol 40 No 2 (2018); e36121Acta Scientiarum. Education; v. 40 n. 2 (2018); e361212178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporenghttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/36121/751375137662https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/36121/751375137663Copyright (c) 2018 Acta Scientiarum. Educationinfo:eu-repo/semantics/openAccessRodrigues, Lucinda da Conceição RebeloCunha, António Camilo Teles NascimentoMoreira, Evando Carlos2022-02-17T22:09:42Zoai:periodicos.uem.br/ojs:article/36121Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2022-02-17T22:09:42Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false |
dc.title.none.fl_str_mv |
The Physical Education from the time of the thought to the time of the lived: an empiric/exploratory study about representations and teacher’s practice La Educación Física del tiempo del ‘pensado’ al tiempo del ‘vivido’: un estudio empírico/exploratorio sobre representaciones y prácticas docentes A Educação Física do tempo do ‘pensado’ ao tempo do ‘vivido’: um estudo empírico/exploratório sobre representações e práticas docentes |
title |
The Physical Education from the time of the thought to the time of the lived: an empiric/exploratory study about representations and teacher’s practice |
spellingShingle |
The Physical Education from the time of the thought to the time of the lived: an empiric/exploratory study about representations and teacher’s practice Rodrigues, Lucinda da Conceição Rebelo physical education thought movement lived movement school. educación física movimiento pensado movimiento vivido escuela. educação física movimento pensado movimento vivido escola. |
title_short |
The Physical Education from the time of the thought to the time of the lived: an empiric/exploratory study about representations and teacher’s practice |
title_full |
The Physical Education from the time of the thought to the time of the lived: an empiric/exploratory study about representations and teacher’s practice |
title_fullStr |
The Physical Education from the time of the thought to the time of the lived: an empiric/exploratory study about representations and teacher’s practice |
title_full_unstemmed |
The Physical Education from the time of the thought to the time of the lived: an empiric/exploratory study about representations and teacher’s practice |
title_sort |
The Physical Education from the time of the thought to the time of the lived: an empiric/exploratory study about representations and teacher’s practice |
author |
Rodrigues, Lucinda da Conceição Rebelo |
author_facet |
Rodrigues, Lucinda da Conceição Rebelo Cunha, António Camilo Teles Nascimento Moreira, Evando Carlos |
author_role |
author |
author2 |
Cunha, António Camilo Teles Nascimento Moreira, Evando Carlos |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Rodrigues, Lucinda da Conceição Rebelo Cunha, António Camilo Teles Nascimento Moreira, Evando Carlos |
dc.subject.por.fl_str_mv |
physical education thought movement lived movement school. educación física movimiento pensado movimiento vivido escuela. educação física movimento pensado movimento vivido escola. |
topic |
physical education thought movement lived movement school. educación física movimiento pensado movimiento vivido escuela. educação física movimento pensado movimento vivido escola. |
description |
The present paper aimed to know the representations and the practices of Physical Education teachers, who teach in different cycles of teaching, related to the movement from the binomial ‘thought’ (the movement structured in the curriculum) and ‘lived’ (the one that is informal, not formal, of phenomenological intention). To do so, two paradigms of curriculum and practice approach were taken as reference: the ‘Physical Education thought’ – of formal curriculum; the Physical Education – here called as lived – lived by the spontaneous act of the game, the play, the experiencing, the context, the circumstance. The group (sample) of study was constituted by 10 teachers (5 of the 2ndcycle and 5 of the 3rd cycle). For data collection, we used a semi-structured interview; for data analysis, we used a qualitative/content analysis of the data. The results reveal similar and complementary views on the issue. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-03-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/36121 10.4025/actascieduc.v40i2.36121 |
url |
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/36121 |
identifier_str_mv |
10.4025/actascieduc.v40i2.36121 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/36121/751375137662 https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/36121/751375137663 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Acta Scientiarum. Education info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Acta Scientiarum. Education |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
dc.source.none.fl_str_mv |
Acta Scientiarum. Education; Vol 40 No 2 (2018); e36121 Acta Scientiarum. Education; v. 40 n. 2 (2018); e36121 2178-5201 2178-5198 reponame:Acta Scientiarum. Education (Online) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Acta Scientiarum. Education (Online) |
collection |
Acta Scientiarum. Education (Online) |
repository.name.fl_str_mv |
Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
actaeduc@uem.br|| |
_version_ |
1754842069771223040 |