Educação do corpo e linguagem: relações e contradições no contexto da Educação Física escolar no ensino médio
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/9659 |
Resumo: | With the insertion of Physical Education in the Language area in the documents of national extent, like the National Curriculum Parameters for the Secondary Education (PCNEM), the Common National Curriculum Base (BNCC) and the National Examination of the Secondary Education (ENEM), it turns out the need to identify in which way Physical Education and language are related to the school context, specifically, in High School. So, it finds the investigation as an inquiry problem: which are the relations and existing contradictions between curriculum and pedagogical praxis in the teaching of the Physical Education as a subject of Language area in High School? The symbolic representation of physical language, when intentionally developed, in other words, from the reflected physical movement, benefits the education field, the social interaction and students knowledge construction, stimulating affection, cognition and physical expression. In these terms, the general objective of this inquiry consists in checking the relations and contradictions between curriculum and pedagogical praxis in the teaching of the Physical Education while a subject of the Language area in High School. As specific objectives, it seeks to discuss about the epistemological transformations that led to the insertion of Physical Education while subject of the Language area and its Technologies; to analyse the conception of language by the teachers of Physical Education of the State Education System in Goiás; to identify through the report of the teachers the limits and means of teaching of the school Physical Education while language; to carry out the analysis of the official documents quoted by the teachers as guiding ofthe pedagogic practice. It is shaped in a quanti-qualitative character study based on the materialistic dialectic method. The used inquiry instruments were semistructured interview, setting itself up as subjects teachers of the State Education System in Goiás who work in High School, besides the analysis of the documents quoted by the interviewed teachers. The analysis of the interviews was made through the technique of analysis of content indicating, as a synthesis, four categories that are connected to the objectives of this study: conception of language and physical language; the concept of Physical Education and the approximations with the language; the contents of the Physical Education; curriculum and pedagogical praxis: relations and contradictions. Through the analysis of the interviews and of the main guiding documents listed by the teachers, it is concluded that the discussion on Physical Education and language, in the direction of proposing pedagogical actions that justify this relation, remains like a not much explored subject, be in the academic-scientific field, be in the school context itself, when there is suggesting the insertion of this subject in the initial and continuing training of the teachers. Besides, it checks as essential that the guiding documents seek to enhance the debate on Physical Education and language, offering more concise elements for the pedagogical practice. |
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Baptista, Tadeu João Ribeirohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708305H7Baptista, Tadeu João RibeiroPinto, Rúbia-Mar NunesGalvão, Vânia Cristina Cassebhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4368294T7Machado, Aline Gomes2019-05-31T14:32:15Z2019-05-22MACHADO, Aline Gomes. Educação do corpo e linguagem: relações e contradições no contexto da Educação Física escolar no ensino médio. 2019. 167 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2019.http://repositorio.bc.ufg.br/tede/handle/tede/9659ark:/38995/0013000008ch6With the insertion of Physical Education in the Language area in the documents of national extent, like the National Curriculum Parameters for the Secondary Education (PCNEM), the Common National Curriculum Base (BNCC) and the National Examination of the Secondary Education (ENEM), it turns out the need to identify in which way Physical Education and language are related to the school context, specifically, in High School. So, it finds the investigation as an inquiry problem: which are the relations and existing contradictions between curriculum and pedagogical praxis in the teaching of the Physical Education as a subject of Language area in High School? The symbolic representation of physical language, when intentionally developed, in other words, from the reflected physical movement, benefits the education field, the social interaction and students knowledge construction, stimulating affection, cognition and physical expression. In these terms, the general objective of this inquiry consists in checking the relations and contradictions between curriculum and pedagogical praxis in the teaching of the Physical Education while a subject of the Language area in High School. As specific objectives, it seeks to discuss about the epistemological transformations that led to the insertion of Physical Education while subject of the Language area and its Technologies; to analyse the conception of language by the teachers of Physical Education of the State Education System in Goiás; to identify through the report of the teachers the limits and means of teaching of the school Physical Education while language; to carry out the analysis of the official documents quoted by the teachers as guiding ofthe pedagogic practice. It is shaped in a quanti-qualitative character study based on the materialistic dialectic method. The used inquiry instruments were semistructured interview, setting itself up as subjects teachers of the State Education System in Goiás who work in High School, besides the analysis of the documents quoted by the interviewed teachers. The analysis of the interviews was made through the technique of analysis of content indicating, as a synthesis, four categories that are connected to the objectives of this study: conception of language and physical language; the concept of Physical Education and the approximations with the language; the contents of the Physical Education; curriculum and pedagogical praxis: relations and contradictions. Through the analysis of the interviews and of the main guiding documents listed by the teachers, it is concluded that the discussion on Physical Education and language, in the direction of proposing pedagogical actions that justify this relation, remains like a not much explored subject, be in the academic-scientific field, be in the school context itself, when there is suggesting the insertion of this subject in the initial and continuing training of the teachers. Besides, it checks as essential that the guiding documents seek to enhance the debate on Physical Education and language, offering more concise elements for the pedagogical practice.Com a inserção da Educação Física na área de Linguagens em documentos de âmbito nacional, como os Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM), a Base Nacional Comum Curricular (BNCC) e o Exame Nacional do Ensino Médio (ENEM), verifica-se a necessidade de identificar de que modo Educação Física e linguagem se relacionam no contextoescolar, especificamente, no Ensino Médio. Assim, tem-se como problema de pesquisa a seguinte indagação: Quais as relações e contradições existentes entre currículo e práxis pedagógica no ensino da Educação Física enquanto disciplina da área de Linguagens no Ensino Médio? A representação simbólica da linguagem corporal, quando desenvolvida intencionalmente, ou seja, a partir do movimento corporal refletido, favorece no campo educacional a interação social e a construção do conhecimento dos estudantes, despertando a afetividade, a cognição e a expressão corporal. Nesse sentido, o objetivo geral desta pesquisa consiste em verificar as relações e contradições entre currículo e práxis pedagógica no ensino da Educação Física enquanto disciplina da área de Linguagens no Ensino Médio. Como objetivos específicos, almeja-se discutir sobre as transformações epistemológicas que levaram à inserção da Educação Física enquanto disciplina da área de Linguagens e suas Tecnologias; analisar a concepção de linguagem dos professores de Educação Física da Rede Estadual de Ensino em Goiás; identificar por meio do relato dos professores os limites e possibilidades de ensino da Educação Física escolar enquanto linguagem; realizar a análise dos documentos oficiais citados pelos professores como norteadores da prática pedagógica. Configura-se em um estudo de caráter quantiqualitativo com base no método dialético materialista. Os instrumentos de pesquisa utilizados foram a entrevista semiestruturada, constituindo-se como sujeitos desta pesquisa professoras e professores da Rede Estadual de ensino de Goiás que atuam no Ensino Médio, além da realização da análise dos documentos citados pelos professores entrevistados. A análise das entrevistas foi realizada por meio da técnica de análise de conteúdo, indicando como síntese quatro categorias que se relacionam com os objetivos desse estudo: concepção de linguagem e linguagem corporal; o conceito de Educação Física e as aproximações com a linguagem; os conteúdos da Educação Física; currículo e práxis pedagógica: relações e contradições. Por meio da análise das entrevistas e dos principais documentos norteadores elencados pelos docentes, conclui-se que a discussão sobre Educação Física e linguagem, no sentido de propor ações pedagógicas que justifiquem essa relação, permanece como um assunto pouco explorado, seja no campo científico-acadêmico, seja no próprio contexto escolar, sugerindo a inserção desse tema nas formações inicial e continuada dos professores. Além disso, verifica-se como fundamental que os documentos norteadores da área busquem aprofundar a discussão sobre Educação Física e linguagem, trazendo elementos mais concisos para a prática pedagógica.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2019-05-29T14:56:55Z No. of bitstreams: 2 Dissertação - Aline Gomes Machado - 2019.pdf: 6185985 bytes, checksum: 24620c8662b0ad57479abd998b0ec675 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2019-05-31T14:32:14Z (GMT) No. of bitstreams: 2 Dissertação - Aline Gomes Machado - 2019.pdf: 6185985 bytes, checksum: 24620c8662b0ad57479abd998b0ec675 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2019-05-31T14:32:15Z (GMT). No. of bitstreams: 2 Dissertação - Aline Gomes Machado - 2019.pdf: 6185985 bytes, checksum: 24620c8662b0ad57479abd998b0ec675 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2019-05-22Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfporUniversidade Federal de GoiásPrograma de Pós-graduação em Educação (FE)UFGBrasilFaculdade de Educação - FE (RG)http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessLinguagemLinguagem corporalEducação FísicaCurrículoEnsino médioLanguageBody languagePhysical EducationCurriculumHigh schoolCIENCIAS HUMANAS::EDUCACAOEducação do corpo e linguagem: relações e contradições no contexto da Educação Física escolar no ensino médioBody education and language: relations and contraditions in the context of Physical Education in high schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-57835581169077621366006006006002113337254376466508-2403458189103523672075167498588264571reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; 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dc.title.eng.fl_str_mv |
Educação do corpo e linguagem: relações e contradições no contexto da Educação Física escolar no ensino médio |
dc.title.alternative.eng.fl_str_mv |
Body education and language: relations and contraditions in the context of Physical Education in high school |
title |
Educação do corpo e linguagem: relações e contradições no contexto da Educação Física escolar no ensino médio |
spellingShingle |
Educação do corpo e linguagem: relações e contradições no contexto da Educação Física escolar no ensino médio Machado, Aline Gomes Linguagem Linguagem corporal Educação Física Currículo Ensino médio Language Body language Physical Education Curriculum High school CIENCIAS HUMANAS::EDUCACAO |
title_short |
Educação do corpo e linguagem: relações e contradições no contexto da Educação Física escolar no ensino médio |
title_full |
Educação do corpo e linguagem: relações e contradições no contexto da Educação Física escolar no ensino médio |
title_fullStr |
Educação do corpo e linguagem: relações e contradições no contexto da Educação Física escolar no ensino médio |
title_full_unstemmed |
Educação do corpo e linguagem: relações e contradições no contexto da Educação Física escolar no ensino médio |
title_sort |
Educação do corpo e linguagem: relações e contradições no contexto da Educação Física escolar no ensino médio |
author |
Machado, Aline Gomes |
author_facet |
Machado, Aline Gomes |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Baptista, Tadeu João Ribeiro |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708305H7 |
dc.contributor.referee1.fl_str_mv |
Baptista, Tadeu João Ribeiro |
dc.contributor.referee2.fl_str_mv |
Pinto, Rúbia-Mar Nunes |
dc.contributor.referee3.fl_str_mv |
Galvão, Vânia Cristina Casseb |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4368294T7 |
dc.contributor.author.fl_str_mv |
Machado, Aline Gomes |
contributor_str_mv |
Baptista, Tadeu João Ribeiro Baptista, Tadeu João Ribeiro Pinto, Rúbia-Mar Nunes Galvão, Vânia Cristina Casseb |
dc.subject.por.fl_str_mv |
Linguagem Linguagem corporal Educação Física Currículo Ensino médio |
topic |
Linguagem Linguagem corporal Educação Física Currículo Ensino médio Language Body language Physical Education Curriculum High school CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Language Body language Physical Education Curriculum High school |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
With the insertion of Physical Education in the Language area in the documents of national extent, like the National Curriculum Parameters for the Secondary Education (PCNEM), the Common National Curriculum Base (BNCC) and the National Examination of the Secondary Education (ENEM), it turns out the need to identify in which way Physical Education and language are related to the school context, specifically, in High School. So, it finds the investigation as an inquiry problem: which are the relations and existing contradictions between curriculum and pedagogical praxis in the teaching of the Physical Education as a subject of Language area in High School? The symbolic representation of physical language, when intentionally developed, in other words, from the reflected physical movement, benefits the education field, the social interaction and students knowledge construction, stimulating affection, cognition and physical expression. In these terms, the general objective of this inquiry consists in checking the relations and contradictions between curriculum and pedagogical praxis in the teaching of the Physical Education while a subject of the Language area in High School. As specific objectives, it seeks to discuss about the epistemological transformations that led to the insertion of Physical Education while subject of the Language area and its Technologies; to analyse the conception of language by the teachers of Physical Education of the State Education System in Goiás; to identify through the report of the teachers the limits and means of teaching of the school Physical Education while language; to carry out the analysis of the official documents quoted by the teachers as guiding ofthe pedagogic practice. It is shaped in a quanti-qualitative character study based on the materialistic dialectic method. The used inquiry instruments were semistructured interview, setting itself up as subjects teachers of the State Education System in Goiás who work in High School, besides the analysis of the documents quoted by the interviewed teachers. The analysis of the interviews was made through the technique of analysis of content indicating, as a synthesis, four categories that are connected to the objectives of this study: conception of language and physical language; the concept of Physical Education and the approximations with the language; the contents of the Physical Education; curriculum and pedagogical praxis: relations and contradictions. Through the analysis of the interviews and of the main guiding documents listed by the teachers, it is concluded that the discussion on Physical Education and language, in the direction of proposing pedagogical actions that justify this relation, remains like a not much explored subject, be in the academic-scientific field, be in the school context itself, when there is suggesting the insertion of this subject in the initial and continuing training of the teachers. Besides, it checks as essential that the guiding documents seek to enhance the debate on Physical Education and language, offering more concise elements for the pedagogical practice. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-05-31T14:32:15Z |
dc.date.issued.fl_str_mv |
2019-05-22 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
MACHADO, Aline Gomes. Educação do corpo e linguagem: relações e contradições no contexto da Educação Física escolar no ensino médio. 2019. 167 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2019. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/9659 |
dc.identifier.dark.fl_str_mv |
ark:/38995/0013000008ch6 |
identifier_str_mv |
MACHADO, Aline Gomes. Educação do corpo e linguagem: relações e contradições no contexto da Educação Física escolar no ensino médio. 2019. 167 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2019. ark:/38995/0013000008ch6 |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/9659 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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-5783558116907762136 |
dc.relation.confidence.fl_str_mv |
600 600 600 600 |
dc.relation.department.fl_str_mv |
2113337254376466508 |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.relation.sponsorship.fl_str_mv |
2075167498588264571 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
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UFG |
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Brasil |
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Faculdade de Educação - FE (RG) |
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Universidade Federal de Goiás |
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Repositório Institucional da UFG |
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Repositório Institucional da UFG |
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Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
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