Hemophylics and school physical education: pedagogical interventions and practices

Detalhes bibliográficos
Autor(a) principal: Santos, Marcos Antonio dos
Data de Publicação: 2020
Outros Autores: Paula, Ercília Maria Angeli Teixeira de, Romero, Francielli Ferreira da Rocha
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/11204
Resumo: This study aimed to problematize hemophilia in the context of School Physical Education classes, so that possible interventions and pedagogical practices are situated. Hemophilia is a genetic and hereditary disease that causes difficult blood clotting. The school environment, in the current structure, has sought to serve a student diversity. In this locus, integrality actions are problematized. Hemophiliacs, due to their genetic conditions, face numerous difficulties daily, whether in adhering to treatments, the stigmatizations attributed by the eyes of the other and the exclusion itself in the social and school scope, especially in physical education classes. For this, the Brazilian academic production on the themes Hemophilia, Physical Education, Interventions and Pedagogical Practices was used. The search for this literature was carried out in three web databases: the Brazilian Digital Library of Theses and Dissertations (BDTD), the Scientific Eletronic Library Online (SCIELO) and academic Google. It is concluded that the adoption of methodological didactic strategies in school physical education classes, allows the participation of hemophiliac students, without any exclusion processes, thus making them also protagonists in the teaching and learning processes.
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spelling Hemophylics and school physical education: pedagogical interventions and practicesHemofílica y educación física escolar: intervenciones y prácticas pedagógicasHemofílicos e a educação física escolar: intervenções e práticas pedagógicasEducaciónEducación físicaHemofilia.EducationPhysical educationHemophilia.EducaçãoEducação físicaHemofilia.This study aimed to problematize hemophilia in the context of School Physical Education classes, so that possible interventions and pedagogical practices are situated. Hemophilia is a genetic and hereditary disease that causes difficult blood clotting. The school environment, in the current structure, has sought to serve a student diversity. In this locus, integrality actions are problematized. Hemophiliacs, due to their genetic conditions, face numerous difficulties daily, whether in adhering to treatments, the stigmatizations attributed by the eyes of the other and the exclusion itself in the social and school scope, especially in physical education classes. For this, the Brazilian academic production on the themes Hemophilia, Physical Education, Interventions and Pedagogical Practices was used. The search for this literature was carried out in three web databases: the Brazilian Digital Library of Theses and Dissertations (BDTD), the Scientific Eletronic Library Online (SCIELO) and academic Google. It is concluded that the adoption of methodological didactic strategies in school physical education classes, allows the participation of hemophiliac students, without any exclusion processes, thus making them also protagonists in the teaching and learning processes.Este estudio tuvo como objetivo problematizar la hemofilia en el contexto de las clases de Educación Física Escolar, de manera que se ubiquen posibles intervenciones y prácticas pedagógicas. La hemofilia es una enfermedad genética y hereditaria que dificulta la coagulación de la sangre. El entorno escolar, en la estructura actual, ha buscado servir a una diversidad de estudiantes. En este locus se problematizan las acciones de integralidad. Los hemofílicos, por sus condiciones genéticas, enfrentan a diario numerosas dificultades, ya sea en la adhesión a los tratamientos, las estigmatizaciones atribuidas por los ojos del otro y la propia exclusión en el ámbito social y escolar, especialmente en las clases de educación física. Para ello, se utilizó la producción académica brasileña sobre los temas Hemofilia, Educación Física, Intervenciones y Prácticas Pedagógicas. La búsqueda de esta literatura se realizó en tres bases de datos web: la Biblioteca Digital Brasileña de Tesis y Disertaciones (BDTD), la Biblioteca Científica Electrónica en Línea (SCIELO) y el Google académico. Se concluye que la adopción de estrategias didácticas metodológicas en las clases de educación física escolar, permite la participación de los estudiantes hemofílicos, sin ningún proceso de exclusión, haciéndolos también protagonistas en los procesos de enseñanza y aprendizaje.Este estudo teve como objetivo problematizar a hemofilia no contexto das aulas de Educação Física Escolar, de forma que sejam situadas possíveis intervenções e práticas pedagógicas. A hemofilia é uma doença genética e hereditária que acarreta na difícil coagulação do sangue. O âmbito escolar, na estruturação atual, tem buscado atender a uma diversidade discente. Neste lócus, ações de integralidade são problematizadas. Os hemofílicos, em decorrência de suas condições genéticas, enfrentam diariamente inúmeras dificuldades, seja na adesão aos tratamentos, as estigmatizações atribuídas pelo olhar do outro e a exclusão propriamente dita no âmbito social e escolar, sobretudo, nas aulas de educação física. Para isso, a produção acadêmica brasileira sobre as temáticas Hemofilia, Educação Física, Intervenções e Práticas Pedagógicas foi utilizada. A busca dessa literatura foi realizada em bancos de três dados da web: a Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), na Scientific Eletronic Library Online (SCIELO) e Google acadêmico. Conclui-se que a adoção de estratégias didáticos metodológicas nas aulas de educação física escolar, possibilita a participação dos alunos hemofílicos, sem que haja quaisquer processos de exclusão, tornando-os assim, também protagonistas dos processos de ensino e de aprendizagem.Research, Society and Development2020-12-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1120410.33448/rsd-v9i12.11204Research, Society and Development; Vol. 9 No. 12; e31791211204Research, Society and Development; Vol. 9 Núm. 12; e31791211204Research, Society and Development; v. 9 n. 12; e317912112042525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/11204/9965Copyright (c) 2020 Marcos Antonio dos Santos; Ercília Maria Angeli Teixeira de Paula; Francielli Ferreira da Rocha Romerohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSantos, Marcos Antonio dos Paula, Ercília Maria Angeli Teixeira de Romero, Francielli Ferreira da Rocha 2020-12-30T23:32:22Zoai:ojs.pkp.sfu.ca:article/11204Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:33:05.617754Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Hemophylics and school physical education: pedagogical interventions and practices
Hemofílica y educación física escolar: intervenciones y prácticas pedagógicas
Hemofílicos e a educação física escolar: intervenções e práticas pedagógicas
title Hemophylics and school physical education: pedagogical interventions and practices
spellingShingle Hemophylics and school physical education: pedagogical interventions and practices
Santos, Marcos Antonio dos
Educación
Educación física
Hemofilia.
Education
Physical education
Hemophilia.
Educação
Educação física
Hemofilia.
title_short Hemophylics and school physical education: pedagogical interventions and practices
title_full Hemophylics and school physical education: pedagogical interventions and practices
title_fullStr Hemophylics and school physical education: pedagogical interventions and practices
title_full_unstemmed Hemophylics and school physical education: pedagogical interventions and practices
title_sort Hemophylics and school physical education: pedagogical interventions and practices
author Santos, Marcos Antonio dos
author_facet Santos, Marcos Antonio dos
Paula, Ercília Maria Angeli Teixeira de
Romero, Francielli Ferreira da Rocha
author_role author
author2 Paula, Ercília Maria Angeli Teixeira de
Romero, Francielli Ferreira da Rocha
author2_role author
author
dc.contributor.author.fl_str_mv Santos, Marcos Antonio dos
Paula, Ercília Maria Angeli Teixeira de
Romero, Francielli Ferreira da Rocha
dc.subject.por.fl_str_mv Educación
Educación física
Hemofilia.
Education
Physical education
Hemophilia.
Educação
Educação física
Hemofilia.
topic Educación
Educación física
Hemofilia.
Education
Physical education
Hemophilia.
Educação
Educação física
Hemofilia.
description This study aimed to problematize hemophilia in the context of School Physical Education classes, so that possible interventions and pedagogical practices are situated. Hemophilia is a genetic and hereditary disease that causes difficult blood clotting. The school environment, in the current structure, has sought to serve a student diversity. In this locus, integrality actions are problematized. Hemophiliacs, due to their genetic conditions, face numerous difficulties daily, whether in adhering to treatments, the stigmatizations attributed by the eyes of the other and the exclusion itself in the social and school scope, especially in physical education classes. For this, the Brazilian academic production on the themes Hemophilia, Physical Education, Interventions and Pedagogical Practices was used. The search for this literature was carried out in three web databases: the Brazilian Digital Library of Theses and Dissertations (BDTD), the Scientific Eletronic Library Online (SCIELO) and academic Google. It is concluded that the adoption of methodological didactic strategies in school physical education classes, allows the participation of hemophiliac students, without any exclusion processes, thus making them also protagonists in the teaching and learning processes.
publishDate 2020
dc.date.none.fl_str_mv 2020-12-26
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://rsdjournal.org/index.php/rsd/article/view/11204
10.33448/rsd-v9i12.11204
url https://rsdjournal.org/index.php/rsd/article/view/11204
identifier_str_mv 10.33448/rsd-v9i12.11204
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/11204/9965
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 9 No. 12; e31791211204
Research, Society and Development; Vol. 9 Núm. 12; e31791211204
Research, Society and Development; v. 9 n. 12; e31791211204
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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