Luiz Sanches Neto

Convergência e integração: uma proposta para a educação física de 5a. a 8a. série do ensino fundamental

O principal objetivo desta pesquisa e apresentar e analisar uma proposta para fundamentar a intervencao de professores de Educacao Fisica da 5a. a 8a. serie do Ensino Fundamental. Foram revisadas criticamente as propostas anteriormente elaboradas na area, especialmente durante as duas ultimas decadas do Seculo XX. Considerou-se, com base nesta revisao, que uma aproximacao entre as tendencias analisadas e condicao necessaria para uma melhor compreensao da Educacao Fisica Escolar, porque os professores podem utilizar diversos elementos constitutivos para solucionar problemas cotidianos. Neste sentido, os Parâmetros Curriculares Nacionais para a area de Educacao Fisica constituiram-se em uma abordagem coerente em relacao a possibilidade de aproximacao entre as tendencias. Entretanto, seus principios curriculares, particularmente seus conteudos, foram limitados na abrangencia, uma vez que as relacoes estabelecidas entre as areas de estudos cientificos - Cinesiologia, Ciencia da Motricidade Humana, Cultura Corporal de Movimento, Ciencias do Esporte e Aptidao Fisica relacionada a Saude - e a proposta de intervencao foram precarias. Metodologicamente, o estudo fundamentou-se na hermeneutica e epistemologia para investigar a possibilidade de integracao entre unidades tematicas de conteudos. A convergencia entre areas de estudos cientificos e abordagens para a Educacao Fisica escolar pode ser entendida como um conjunto de elementos semelhantes: principios curriculares, axiologicos e teleologicos, que conduziriam a um recuo epistemologico e uma problematica comum.

Demandas ambientais na educação física escolar: perspectivas de adaptação e de transformação

This investigation addresses the possibility of teaching themes related to environmental issues in Physical Education. We identified and classified such issues as: administrative and economic, aesthetic and philosophical, virtual, historical and geographical, sociological and political, physical and natural. Then, we discussed how the specific dynamics of culture, movement, and environment raises certain questions about each theme’s relevance and its repercussions on teachers’ professionalism. We believe that in the context of the daily intervention there are perspectives for both adaptation and transformation that might be further developed during classes in collaboration with the students.

Identidade docente: as várias faces da constituição do ser professor

DOI: http://dx.doi.org/10.14244/198271999978 This article is the result of a joint production by a group of researchers from the Graduate Programs in Motricity Sciences and Education allocated at the State University of Sao Paulo - UNESP, Rio Claro campus, Brazil, which focuses on teacher education studies. The purpose of this collective effort was to present the results of the researches conducted by each of the coauthors in order to explore teacher identity. It is an exploratory qualitative research which used investigations of Course Monographic Papers, Masters Theses and Doctoral Dissertations as sources of data, enabling reflection on teacher identity from multiple perspectives, aiming to recognize elements that contribute either for teacher education or practice. Three analysis axes have been identified: experience and knowledge from experience, teacher professionalism, and teacher initial and continuing education. Based on these axes, we noticed the personal development of teachers as a central element. We also observed that teacher identity is dynamic and directly related to the social context in which the teacher is inserted. Thus the analyzed studies pervade different contexts, and may reveal significant elements for both initial and continuing training for educators, besides offering contributions to the understanding of Brazilian education from complementary investigative perspectives. Keywords: Teacher identity, Teacher education, Teacher affection, Professional development

FUNDAMENTOS FILOSÓFICOS E ANTROPOLÓGICOS DA TEORIA DO SE-MOVIMENTAR E A FORMAÇÃO DE SUJEITOS EMANCIPADOS, AUTÔNOMOS E CRÍTICOS: O EXEMPLO DO CURRÍCULO DE EDUCAÇÃO FÍSICA DO ESTADO DE SÃO PAULO

This article examines philosophical and anthropological underpinnings underlying the Sich-Bewegen Theory, based on the phenomenological philosophy by Merleau-Ponty and social anthropology by Mauss and Geertz. It also considers implications for Physical Education Elementary and High School curricula which motto relies on the formation of emancipated, autonomous and critical individuals, taking the Physical Education Curriculum of the State of Sao Paulo as example. It concludes that the curriculum needs to imbricate into the students social life and take into account the challenges and issues from contemporary society.