The academic formation in Physical Education: Students and professors ("bodies") of fragmented knowledge

Detalhes bibliográficos
Autor(a) principal: Hunger, Dagmar Aparecida Cynthia França
Data de Publicação: 2009
Outros Autores: Souza Neto, Samuel, Pereira, Juliana Martins, Franco, Flavia Carneiro, Rossi, Fernanda
Tipo de documento: Artigo
Idioma: por
Título da fonte: Motriz (Online)
Texto Completo: https://www.periodicos.rc.biblioteca.unesp.br/index.php/motriz/article/view/2155
Resumo: This work intended to analyze how graduation students and Physical Education professors define the “body” nowadays, having the curriculum in physical education as a reference. A bibliographical review regarding the history of the body and curriculum was carried out. 28 freshmen students, 33 senior students and 11 professors in and undergraduate course of Physical Education of a Public Institution in the state of São Paulo were investigated. The following categories were found: generic, dualism-psychophysical, cartesian, biological, segmented-integrated and integral being. A limited conceptual framework was evidenced, with a preponderance of natural sciences in detriment of knowledge of the humanity science, that the body also expresses historical and social settings. It was verified that the "fragmented bodies..." represents the hegemonic thought of a faculty that does not present a conceptual and consensual definition in terms of pedagogical project of graduation.
id UNESP-17_4a0de80997db9fa519a10c690f9022b1
oai_identifier_str oai:periodicos.rc.biblioteca.unesp.br:article/2155
network_acronym_str UNESP-17
network_name_str Motriz (Online)
repository_id_str
spelling The academic formation in Physical Education: Students and professors ("bodies") of fragmented knowledgeFormação acadêmica em Educação Física: “Corpos” (Docente e Discente) de conhecimentos fragmentados...História. Corpo. Currículo. Educação Física.Educação FísicaThis work intended to analyze how graduation students and Physical Education professors define the “body” nowadays, having the curriculum in physical education as a reference. A bibliographical review regarding the history of the body and curriculum was carried out. 28 freshmen students, 33 senior students and 11 professors in and undergraduate course of Physical Education of a Public Institution in the state of São Paulo were investigated. The following categories were found: generic, dualism-psychophysical, cartesian, biological, segmented-integrated and integral being. A limited conceptual framework was evidenced, with a preponderance of natural sciences in detriment of knowledge of the humanity science, that the body also expresses historical and social settings. It was verified that the "fragmented bodies..." represents the hegemonic thought of a faculty that does not present a conceptual and consensual definition in terms of pedagogical project of graduation.Neste estudo objetivou-se averiguar como graduandos e professores universitários conceituam corpo no tempo presente, tendo como referência o currículo em Educação Física. Realizou-se revisão bibliográfica referente à história do corpo e currículo. Investigaram-se 28 alunos ingressantes, 33 alunos concluintes e 11 professores universitários de um curso de Licenciatura em Educação Física de uma Instituição Pública, do interior do Estado de São Paulo. Constataram-se as vertentes: genérica, dualismo-psicofísico, cartesiana, biológica, segmentada-integradora e ser integral. Evidenciou-se um arcabouço conceitual limitado, com preponderância das ciências naturais em detrimento dos conhecimentos das ciências humanas, de que corpos expressam também configurações históricas e sociais. Constatou-se que os “corpos fragmentados...” consubstancia o pensamento hegemônico de um corpo docente que não apresenta definição conceitual e consensual em termos de projeto pedagógico da graduação.Universidade Estadual Paulista - Câmpus de Rio Claro2009-02-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionDocumento Avaliado por ParesPesquisa Empírica de Campoapplication/pdfhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/motriz/article/view/215510.5016/2155Motriz. Journal of Physical Education. UNESP; V. 15, N. 1 (2009); 79-91Motriz Revista de Educação Física; V. 15, N. 1 (2009); 79-911980-6574reponame:Motriz (Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/motriz/article/view/2155/2220Hunger, Dagmar Aparecida Cynthia FrançaSouza Neto, SamuelPereira, Juliana MartinsFranco, Flavia CarneiroRossi, Fernandainfo:eu-repo/semantics/openAccess2013-04-18T19:21:45Zoai:periodicos.rc.biblioteca.unesp.br:article/2155Revistahttp://www.periodicos.rc.biblioteca.unesp.br/index.php/motrizPUBhttps://old.scielo.br/oai/scielo-oai.phpmotriz@rc.unesp.br||mauerber@rc.unesp.br||azanesco@rc.unesp.br1980-65741415-9805opendoar:2013-04-18T19:21:45Motriz (Online) - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv The academic formation in Physical Education: Students and professors ("bodies") of fragmented knowledge
Formação acadêmica em Educação Física: “Corpos” (Docente e Discente) de conhecimentos fragmentados...
title The academic formation in Physical Education: Students and professors ("bodies") of fragmented knowledge
spellingShingle The academic formation in Physical Education: Students and professors ("bodies") of fragmented knowledge
Hunger, Dagmar Aparecida Cynthia França
História. Corpo. Currículo. Educação Física.
Educação Física
title_short The academic formation in Physical Education: Students and professors ("bodies") of fragmented knowledge
title_full The academic formation in Physical Education: Students and professors ("bodies") of fragmented knowledge
title_fullStr The academic formation in Physical Education: Students and professors ("bodies") of fragmented knowledge
title_full_unstemmed The academic formation in Physical Education: Students and professors ("bodies") of fragmented knowledge
title_sort The academic formation in Physical Education: Students and professors ("bodies") of fragmented knowledge
author Hunger, Dagmar Aparecida Cynthia França
author_facet Hunger, Dagmar Aparecida Cynthia França
Souza Neto, Samuel
Pereira, Juliana Martins
Franco, Flavia Carneiro
Rossi, Fernanda
author_role author
author2 Souza Neto, Samuel
Pereira, Juliana Martins
Franco, Flavia Carneiro
Rossi, Fernanda
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Hunger, Dagmar Aparecida Cynthia França
Souza Neto, Samuel
Pereira, Juliana Martins
Franco, Flavia Carneiro
Rossi, Fernanda
dc.subject.por.fl_str_mv História. Corpo. Currículo. Educação Física.
Educação Física
topic História. Corpo. Currículo. Educação Física.
Educação Física
description This work intended to analyze how graduation students and Physical Education professors define the “body” nowadays, having the curriculum in physical education as a reference. A bibliographical review regarding the history of the body and curriculum was carried out. 28 freshmen students, 33 senior students and 11 professors in and undergraduate course of Physical Education of a Public Institution in the state of São Paulo were investigated. The following categories were found: generic, dualism-psychophysical, cartesian, biological, segmented-integrated and integral being. A limited conceptual framework was evidenced, with a preponderance of natural sciences in detriment of knowledge of the humanity science, that the body also expresses historical and social settings. It was verified that the "fragmented bodies..." represents the hegemonic thought of a faculty that does not present a conceptual and consensual definition in terms of pedagogical project of graduation.
publishDate 2009
dc.date.none.fl_str_mv 2009-02-16
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Documento Avaliado por Pares
Pesquisa Empírica de Campo
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.periodicos.rc.biblioteca.unesp.br/index.php/motriz/article/view/2155
10.5016/2155
url https://www.periodicos.rc.biblioteca.unesp.br/index.php/motriz/article/view/2155
identifier_str_mv 10.5016/2155
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicos.rc.biblioteca.unesp.br/index.php/motriz/article/view/2155/2220
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual Paulista - Câmpus de Rio Claro
publisher.none.fl_str_mv Universidade Estadual Paulista - Câmpus de Rio Claro
dc.source.none.fl_str_mv Motriz. Journal of Physical Education. UNESP; V. 15, N. 1 (2009); 79-91
Motriz Revista de Educação Física; V. 15, N. 1 (2009); 79-91
1980-6574
reponame:Motriz (Online)
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Motriz (Online)
collection Motriz (Online)
repository.name.fl_str_mv Motriz (Online) - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv motriz@rc.unesp.br||mauerber@rc.unesp.br||azanesco@rc.unesp.br
_version_ 1800215769805488128

Registros relacionados