André da Silva Mello

Educação Física na educação infantil: produção de saberes no cotidiano escolar

This study analyzed the challenges and possibilities of the intervention of two Physical Education teachers in the early stages of childhood education (six months to three years old) in two “Centros Municipais de Educacao de Vitoria” (CMEIs). It adopts the study of everyday life as theoretical and methodological assumption and uses as source the professors/trainees narratives, which were systematized on portfolios. The sources indicate that the challenges for the intervention are related with childhood behavior specificities, which were revealed on the process of pedagogic intervention, as well as the applied routines on CMEIs. As to the possibilities, there emerged pedagogical practices which conceive the child as a “subject of rights”, and the game centrality as methodological strategy.

A PRODUÇÃO ACADÊMICA SOBRE CONTEÚDOS DE ENSINO NA EDUCAÇÃO FÍSICA ESCOLAR

Objetiva analisar as producoes academicas que tratam sobre os conteudos de ensino da Educacao Fisica escolar. Utiliza como fonte os periodicos cientificos da area no periodo de 1981 a 2010. Foram mapeados 146 artigos distribuidos em 14 periodicos. Os dados foram classificados/analisados por meio de indicadores bibliometricos, como distribuicao anual, distribuicao por revista e por conteudo, relacao autoral, formacao profissional, origem demografica e institucional, assim como vinculo a grupos de pesquisa. Embora haja, na producao academica, um discurso que questione o Esporte como pratica central da Educacao Fisica escolar, este continua concentrando maior volume de trabalhos.

Educação física e esporte: reflexões e ações contemporâneas

O artigo analisa o modo como os sujeitos se apropriam do esporte, sinalizando outras possibilidades para compreender as relacoes com as praticas esportivas. Para tanto, entrevista 83 sujeitos, 69 evadidos e 14 participantes de um projeto social. A analise indica que os participantes aceitaram, por tempo limitado, ou mesmo rejeitaram a proposta do projeto, fundamentada na concepcao critico-superadora. Percebe-se nao apenas a reproducao, nem tampouco a adaptacao as regras, mas um uso que permitiu a participacao produtiva realizada na dialetica das estrategias impostas pelo projeto, em relacao as taticas de subversao dos participantes que decidiram abandona-lo ou nele permanecer.

REPRESENTAÇÕES SOCIAIS DOS PARTICIPANTES DE PROJETO ESPORTIVO DE VITÓRIA

The study analyzes social representations of teenagers who are members of Sports Schools in Vitoria/ES about that social project. It is a descriptive-interpretative study anchored in the Social Representations theory. For data collection, semi-structured interviews were carried out with 108 participants in the project. Interpretation uses the Iramuteq software through the following analytical strategies: word cloud, analysis of similarities, and descendant hierarchical classification. As a result, the work determines that the word playing is the core of respondents’ social representations. Meanings linked to playing are related to friendship, learning sports disciplines, esthetics/health, social rise and new perspectives in life. Beyond such learning images/figures, it identifies representations associated to the moralist nature of social projects.

EDUCAÇÃO INFANTIL E FORMAÇÃO DOCENTE: ANÁLISE DAS EMENTAS E BIBLIOGRAFIAS DE DISCIPLINAS DOS CURSOS DE EDUCAÇÃO FÍSICA

O objetivo da pesquisa e analisar as ementas e bibliografias de disciplinas relacionadas a Educacao Infantil nos cursos de formacao inicial em Educacao Fisica, identificando os pontos de convergencia e de divergencia que elas estabelecem com os documentos norteadores dessa primeira etapa da Educacao Basica no Brasil. Trata-se de uma pesquisa documental, realizada com 16 ementas e suas respectivas bibliografias (267) de 14 cursos de Educacao Fisica de universidades publicas do pais. Os dados foram sistematizados pelo s oftware Iramuteq . Constata-se que a concepcoes de infância e de organizacao do trabalho pedagogico presentes nas ementas e bibliografias divergem dos pressupostos preconizados pelas Diretrizes Curriculares Nacionais para a Educacao Infantil e pela Base Nacional Curricular Comum. Nos documentos analisados predomina uma visao biologicista/universal de desenvolvimento infantil, amparada por autores da Psicologia do Desenvolvimento e do Comportamento Motor.

BRINCADEIRAS LÚDICO-AGRESSIVAS: TENSÕES E POSSIBILIDADES NO COTIDIANO NA EDUCAÇÃO INFANTIL

This study aims to understand the playful-aggressive games in the context of Childhood Education. This is an ethnographic study with participant observation of 3-to-5-year-old children at Municipal Center for Childhood Education in Vitoria, Espirito Santo, Brazil. It used observations, video, photographs and narratives of playful episodes described in a field diary at playground times at school and in physical education classes. The analysis consisted in qualitative appreciation of interaction episodes through three categories: playful-aggressive games and social context; media; and turbulent movements. It points out the need to open space in childrens daily life for different ways to play, suggesting a positive reading on playful-aggressive play as a socializing and individual element and an expression of the child’s expressiveness that is present in children’s peer culture.

American influencies in Brazilian physical education: clues in the specialised periodical press (1932–1950)

This study investigates the American presence and influences in the physical education press to understand the way in which that presence influenced and contributed to the production of a sports culture in the first half of the twentieth century. As historical sources, the study uses periodicals in the field that were published in the period 1932–1950. As a theoretical frame of reference, it uses the repertoire of the New Cultural History in terms of strategy, tactics and devices. It is written in a narrative way, following Ginzburgs style, presenting data and contextualizing them with the historic scene. Clues enabled us to infer that the American presence, which was catalysed by the Brazilian Young Mens Christian Association (YMCA), sought to shape a sports culture from physical education and society. This effort reflected the yearning of Brazilian intellectuals for modernisation and an attempt at cultural colonisation by the government of the USA.

La Educación Física en educación infantil: la producción de conocimiento en el cotidiano escolar

This study analyzed the challenges and possibilities of the intervention of two Physical Education teachers in the early stages of childhood education (six months to three years old) in two “Centros Municipais de Educacao de Vitoria” (CMEIs). It adopts the study of everyday life as theoretical and methodological assumption and uses as source the professors/trainees narratives, which were systematized on portfolios. The sources indicate that the challenges for the intervention are related with childhood behavior specificities, which were revealed on the process of pedagogic intervention, as well as the applied routines on CMEIs. As to the possibilities, there emerged pedagogical practices which conceive the child as a “subject of rights”, and the game centrality as methodological strategy.

Physical Education on chilhood education early stages: knowledge production on everyday school life

This study analyzed the challenges and possibilities of the intervention of two Physical Education teachers in the early stages of childhood education (six months to three years old) in two “Centros Municipais de Educacao de Vitoria” (CMEIs). It adopts the study of everyday life as theoretical and methodological assumption and uses as source the professors/trainees narratives, which were systematized on portfolios. The sources indicate that the challenges for the intervention are related with childhood behavior specificities, which were revealed on the process of pedagogic intervention, as well as the applied routines on CMEIs. As to the possibilities, there emerged pedagogical practices which conceive the child as a “subject of rights”, and the game centrality as methodological strategy.

Por uma teoria da Educação Física brasileira na imprensa periódica de ensino, técnica e científica

Aims to identify the scientific practices on theory of Brazilian Physical Education in teaching, technical and scientific periodical press between 1932 and 2005. The sources were: Revista de Educacao Fisica (1932-2005), Educacao Physica magazine (1932-1945), RBCE (1979-2005) and Motrivivencia (1988-2004). The synthesis of this debate impacts the periodical press since the late 1940s. Can be perceived in a theory of action that appropriates knowledge from biological, social and human sciences as tactical resource to confirm the deployment strategy and consolidation of the Physical Education curriculum component in schools and universities of the country.