http://repositorio.ufc.br/handle/riufc/40624 2026-06-10T05:59:07Z http://repositorio.ufc.br/handle/riufc/86613 Título: Educação física escolar e justiça social: um autoestudo sobre a prática docente diante de incidentes críticos Autor(es): Silveira, Bruno Victor da Soledade Abstract: This study aims to analyze, through a self-study process, the pedagogical strategies mobilized by the teacher-researcher when facing situations of social injustice in school Physical Education classes, seeking to understand how these episodes emerge in everyday school life and how they can be problematized and addressed within the pedagogical context. It is based on the assumption that Physical Education, as a curricular component, constitutes a privileged space for the experience of social relationships, while also being a fertile environment for the manifestation of inequalities, exclusions, and conflicts that require intentional interventions by the teacher. The study is characterized as a qualitative research of an interpretative nature, conducted with a 4th-grade class in a public school located in the municipality of Igarapé-Açu, in the state of Pará, Brazil, consisting of 16 students. In order to identify and analyze situations involving cases of social injustice within Physical Education classes, the Critical Incident Technique was employed, which has proven to be highly effective in the analysis of teachers’ pedagogical practices. As methodological procedures, the teacher-researcher’s field diary was used, in which classroom events, student interactions, and incidents considered critical were recorded, along with systematic dialogue with a critical friend, with whom the records were shared for analysis, questioning, and reflective deepening. The results indicate that the self-study process significantly contributed to the development of a more conscious, critical, and reflective pedagogical practice. It was possible to identify situations of exclusion, unequal participation, interpersonal conflicts, and silencing, which would often go unnoticed in a noninvestigative practice. Based on these findings, the teacher-researcher began to adopt more intentional interventions, aiming to promote dialogue, inclusion, respect for differences, and the active participation of all students. Furthermore, the study fostered a re-signification of the teaching role, highlighting the importance of an investigative stance committed to social transformation. It is concluded that school Physical Education can play a relevant role in problematizing social injustices present in everyday school life, contributing to the development of critical and participatory individuals. In this sense, self-study emerges as a powerful strategy for teachers’ continuing professional development, as it enables the systematic analysis of one’s own practice and the construction of more inclusive and equitable pedagogical pathways. Tipo: Dissertação 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86346 Título: “E tu não é homem não?”: futebol e masculinidades nas aulas de educação física escolar no ensino médio Autor(es): Almeida, Israel Hebert Maia Abstract: The School Physical Education in given its historical context, it can reinforce the reproduction of gender norms within the school environment. Bodily practices can be interpreted as gendered, gender-defining and thus contribute to various types of inequalities and endorse male hegemony. On the other hand the School Physical Education classes, if mediated in a dialogical, reflective, and critical way, they can question these stereotypes, attempt to promote equity and reframe the relationships between students. The central focus of the investigation proposed here was, more specifically, the investigation of the constitutions of masculinities and their modes of expression in school physical education classes in a high school class at a public school in Fortaleza-Ce. The aim was to understand how the experience of playing soccer can express and problematize aspects related to gender issues and their possible unfolding. The study is based on authors such as Connell, Altamann, Devide, and Brito, who discuss gender, male hegemony, and physical education. Through the construction of a didactic unit, composed of eight lessons, the research adopted a qualitative approach based on intervention research. By analyzing teaching and learning practices in their complexity and context, it aimed to problematize issues involving soccer and how they interfere with ways of being a man and vice versa. Field notes and participant observation were used for data collection. The analysis was conducted using the qualitative method suggested by Bogdan and Biklen (1994). The results showed that, initially, soccer appeared as a space for the reproduction of discourses associated with hegemonic masculinity, influencing forms of participation, recognition among peers, and expectations of physical performance. The questioning of these discourses through the proposal of adaptations in the game and the collective construction of more inclusive forms of participation, along with pedagogical strategies used, such as discussion circles, documentary screenings, debates, and bodily experiences, contributed to broadening the dialogue about masculinities among students, even though some traditional norms and expectations remained present in the interactions. It was concluded that soccer when is worked on critically in Physical Education classes, can constitute a powerful content for problematizing hegemonic patterns of masculinity and fostering reflections on gender inequalities in the school context. Furthermore, the research resulted in the production of an educational resource aimed at supporting teachers in building more inclusive and sensitive pedagogical practices that address the different ways of experiencing masculinities at school. Tipo: Dissertação 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86345 Título: Concepções pedagógicas inclusivas: recursos interativos para alunos com TEA na educação física, no ensino fundamental Autor(es): Gadelha, Eliakim Zvi Cosme Kosmann Abstract: The daily routine of basic education teachers in promoting inclusion is fundamental to educational quality, especially given the rising number of students with disabilities. This is evidenced by the significant presence of children with Autism Spectrum Disorder (ASD) in the school environment. Given this scenario, Physical Education stands out as a privileged space for inclusive practices. In this sense, the following problem emerges: to what extent can the use of specific Physical Education didactic products contribute to the improvement of the inclusion process for children with ASD? The general objective of this research is to analyze the use of adapted Physical Education didactic products aimed at the ASD population. Furthermore, it seeks to examine pedagogical conceptions based on fieldwork. Toward the construction of a more inclusive school Physical Education, this study proposes to create and utilize specific pedagogical products for students with ASD in elementary school Physical Education classes, aiming to understand how this process can be improved. It also intends to analyze possible changes in the teaching and learning process to promote concrete advances in the inclusion of these students. To this end, the following specific objectives were established: a) to identify pedagogical strategies that favor the implementation and consolidation of content with children with ASD in Physical Education classes; b) to analyze the feasibility of using specific didactic products for this audience by teachers. The research is qualitative and experimental in nature, with data recorded in field diaries. Participants include two female students with ASD, aged 6 and 8, in the 2nd grade of a public school in Fortaleza, CE. The intervention took place between December 2025 and February 2026, during one weekly Physical Education class. Data collection was based on participant observation and field diaries. The records are organized into three moments: initial interaction; conceptual approach with adapted resources; and practical activities on the court. Tipo: Dissertação 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86331 Título: Percepções e experiências de equidade nas aulas de educação física Autor(es): Feitosa, José Lucas dos Santos Abstract: A recurring concern in my pedagogical practice is the fact that some students do not participate in Physical Education classes—mostly female students, those with low motor coordination, overweight, or low self-esteem. This situation leads me to reflect on my own actions: to what extent are these classes equitable? Thus, the objective of this study is to investigate how high school students from a state school in Mombaça, Ceará, perceive equity in Physical Education classes, analyzing how these perceptions relate to factors that either facilitate or hinder their participation. This research adopts a qualitative approach and is designed as an autoethnography. Methodologically, participant observation was employed, in which the teacherresearcher actively engages in the investigated environment, accompanying the classes with a systematic and reflective perspective. Data were collected through a field diary and a semi-structured questionnaire, focusing on participation dynamics during a didactic unit structured with pedagogical strategies that fostered equity. Data analysis was conducted using content analysis, allowing for the categorization of experiences of equity, exclusion, and perceptions of inclusion within the classroom context. The results indicate that students still confuse equality with equity; although they recognize the presence of equity in the classes, this perception is not uniform among all participants. The practice of equity in the teacher-researcher’s classes is not yet consolidated. However, the implementation of adapted pedagogical practices grounded in the principles of equity promoted greater participation, especially among those who usually withdraw from classes. This experience reaffirmed that teaching is a continuous learning process and that equity requires sensitivity and thoughtful planning. The findings contribute to the improvement of the teacher-researcher’s pedagogical practices, as well as to the development of an educational resource designed to guide other teachers in creating more equitable lessons. Tipo: Dissertação 2026-01-01T00:00:00Z