Ver para fazer e aprender para ensinar : prescrições pedagógicas em imagens para a Educação Física (1932-1960)

• Autor(a) principal: Retz, Renato Pereira Coimbra
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/7196
• topic: Drawings and Photographs; Journals; Cultural History; Physical Education; Desenhos e Fotografias; Periódicos; História Cultural; Educação Física; Educação Física; 796

It analyzes the images used as pedagogical prescriptions, published in the subjects of three periodicals, characterized as the periodic printed of teaching and techniques of Physical Education and Sports (FERREIRA NETO, 2005), that were in circulation between years of 1932 to 1960. Is based on a historical study that assumes the theoretical-methodological assumptions of Cultural History (CHARTIER, 1990). The sources are the images of the periodicals: Revista de Educação Física (1932-1960), Revista Educação Physica (1932-1945) and Revista Brasileira de Educação Física (1944-1952). In the first chapter, we identified the nature of the images used and analyzed the editorial intentions in their uses and appropriations (CERTEAU, 2014). The analysis revealed two types of images present in the three journals: photographs and drawings (anthropomorphic illustration, diagram, sketch and cartoon). In the second chapter, we analyzed the uses that periodicals made of images to prescribe and guide the body movements of each practice understood as part of Physical Education. The analysis of the sources showed two ways in which the images were used: a) to show how to perform the movements; and b) to present a possibility of realizing the movements. In the third chapter, it was analyzed how the periodicals of teaching and techniques of Physical Education and Sports, from 1932 to 1960, used the visual images for the teaching of rules, sports tactics and choreographic compositions. It was concluded that the journals contributed to the formation of the teachers, for presenting themselves as a repository of fundamentals, prescriptions, models and advice on good practices, and specifically favoring students' practical contact with content: the experience of learning by doing or doing to learn (FERREIRA NETO, et al., 2014). They also constituted a great repository of images, which, as a pedagogical resource, prescribed and guided the learning of the most diverse practices that were part of Physical Education, enabling teachers to have in hand a didactic material of easy access that would allow them to see to do and learn to teach.