http://repositorio.ufc.br/handle/riufc/62628 2026-08-11T21:36:41Z http://repositorio.ufc.br/handle/riufc/87449 Título: Entre o corpo e o medo: as barreiras ocultas à prática docente no ensino das lutas na educação física escolar Autor(es): Oliveira, Francisco Taiuan Alves de Abstract: The combat sports and martial arts face stigmas and sexualized interpretations regardingphysical contact, which create pedagogical barriers in Physical Education classes. Thisstudy aims to analyze teachers’ perceptions of such contact and how it impacts teaching inthe school environment. It was a cross-sectional mixed-methods study conducted with 15teachers from public and private school networks. Data were collected via na onlinequestionnaire, including video analysis, and the results were processed using Bardin’scontent analysis and frequency calculations. The study is expected to promote criticalreflection among teachers and strengthen academic debate on the teaching of combatsports. Participant gender distribution was balanced (53.3% men and 46.7% women), with apredominance of work in the early years of elementary school. Most teachers reportedexperience in the field: 60% had practiced martial arts and 80% had encountered thesubject during university training. Regarding lesson frequency, the largest share of teachers(46.7%) dedicate between four and eight sessions per semester to teaching combat sports.Implementation faces difficulties such as a lack of materials and fear of sexual connotationsin physical contact, with gender-based prejudice tending to be stronger against maleteachers. Despite the pedagogical potential of combat sports, school practice runs into“invisible barriers,” including social prejudice, family resistance, and a widespread fear thatthe physical contact inherent to the modality will be misinterpreted. Tipo: TCC 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/87302 Título: Educação física antirracista: a implementação da Lei nº 10.639/2003 e os marcadores das africanidades no contexto do estágio curricular supervisionado Autor(es): Ferreira, Tissiane Pinto Abstract: This study aims to report and analyze the experiences developed during the supervised practicum inPhysical Education at the high school level, carried out with a teacher recognized for his work from anantiracist perspective. The practicum made it possible to observe pedagogical practices that articulateschool physical education (SPE) with the implementation of law 10.639/2003, with an emphasis onthe appreciation of African and Afro-Brazilian cultures. The research adopts a qualitative approachand uses the field diary as the main instrument for recording and reflecting on the experiences livedthroughout the training process. Observations were conducted in physical education (PE) and Centerfor Work, Research and Social Practices (NTPPS) classes, in which the markers of africanities wereaddressed, contributing to student’s identity recognition. The supervision of the cooperating teacherhighlighted the importance of the practicum as a space for practical learning and as an opportunity tounderstand how legislation is implemented in everyday school life, as well as the potential of physicaleducation to confront racism and to value African and Afro-Brazilian ethnic-racial identities. Tipo: TCC 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/87294 Título: A neurociência na formação do professor(a) de Educação Física: análise da matriz curricular dos cursos de licenciatura no Estado do Ceará Autor(es): Rocha, Albert Torres da; Lopes, Lorena Pedrosa Abstract: The presence of neuroscience in teacher education has gained prominence in recent decades, especiallyfor its contribution to understanding learning processes. In the field of Physical Education, thisintegration remains incipient, as reflected in the curricular structure of licensure programs. This studyaims to analyze how neuroscience‐related content is present in the curricula of Physical Educationlicensure programs offered in the state of Ceará, Brazil. This is a qualitative, descriptive, anddocumentary study that involves the identification of higher education institutions and the collection andanalysis of curricula and course syllabi, with a focus on topics such as neuroplasticity, executivefunctions, and motor cognition. The study is based on the hypothesis that there is a scarcity ofneuroscientific approaches in the pedagogical projects of the analyzed Physical Education licensureprograms. The results indicate a low presence of neuroscience content in the analyzed curricula, withindirect approaches predominating. It is concluded that these contents need to be incorporated in astructured and explicit way into the initial training of Physical Education teachers. Tipo: TCC 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/82445 Título: Formação de professores para intervenção dos alunos com Transtorno do Espectro Autista (TEA) nas aulas de educação física escolar Autor(es): Freitas, Paulo Wesley Do Nascimento; Gadelha, Guilherme Iure Oliveira Abstract: Autism Spectrum Disorder (ASD) is currently being studied by various fields due to its prevalence in the school environment. Individuals with ASD experience difficulties in communication and social interaction, exhibit restricted interests and repetitive behaviors, and display symptoms that impact their functional abilities in school, work, and other areas of life. Our objective was to investigate whether Physical Education teachers feel prepared to intervene with students with ASD. The study involved 19 teachers (age = 36±12 years; female: n = 10, 53%; male: n = 9, 47%) from Physical Education departments in schools across different cities in the country. We employed a questionnaire consisting of 28 multiple-choice, dichotomous, and open-ended questions. The survey was distributed to the teachers through social media and email and remained available for a period of 20 days. Our main finding was that a lack of knowledge in their academic training had an impact on teachers' ability to cater to students with ASD. Specifically, the participants indicated that they did not take any mandatory courses or engage in teaching internships to become familiar with the reality of working with individuals with ASD. In conclusion, Physical Education teachers do not consider themselves adequately equipped to facilitate the inclusion of students with ASD, primarily due to a lack of theoretical and practical knowledge. Tipo: TCC 2023-01-01T00:00:00Z