http://repositorio.ufc.br/handle/riufc/40619 Sat, 01 Aug 2026 00:24:10 GMT 2026-08-01T00:24:10Z https://repositorio.ufc.br:443/retrieve/31ed6da5-f14c-436e-9e64-43d2069d3d88/comunidade_IEFES-RI-moldurado.jpg http://repositorio.ufc.br/handle/riufc/40619 http://repositorio.ufc.br/handle/riufc/87079 Título: Perspectivas discentes sobre as relações de gênero a partir de uma proposta de intervenção pedagógica coeducativa na educação física escolar Autor(es): Teles, Layanny Scarlett Araújo Abstract: School constitutes a privileged space for the production, reproduction, and transformation of gender relations, and Physical Education is one of the curricular components in which these dynamics become particularly evident due to the centrality of the body, interactions, and collective practices. In this context, this study aimed to analyze students’ perspectives on gender relations through the implementation of a coeducational pedagogical intervention in Physical Education classes. Specifically, the study sought to identify children’s narratives and perceptions regarding gender relations experienced in the school environment, develop a teaching unit grounded in coeducational principles, and create an educational product designed to promote reflections on gender, respect for differences, and equity. The research adopted a qualitative ethnographic-inspired approach and was conducted in a public elementary school in Fortaleza, Ceará, Brazil, involving fifth-grade students. Data were generated through participant observation, field notes, discussion circles, and students’ productions developed throughout an intervention consisting of eight thematic sessions. The findings revealed that gender relations strongly permeate everyday school life, manifesting in discourses, games, conflicts, exclusions, and differentiated expectations directed toward girls and boys. Stereotypes related to bodily practices, the occupation of spaces, expressions of masculinity and femininity, and prejudices associated with gender, body, race, disability, and sexuality were identified. At the same time, the coeducational intervention proved effective in fostering questioning, shifts in perception, and processes of critical reflection, enabling children to recognize naturalized inequalities and build more respectful, collaborative, and equitable forms of coexistence. Discussion circles, bodily experiences, and dialogical activities constituted meaningful spaces for listening and expression, encouraging children’s active participation in constructing new understandings of differences. As an educational product, the children’s booklet EntreNós: A Booklet on Gender Equity and Other Little Things was developed based on real situations experienced during the research and organized as a pedagogical resource to support teachers and students in discussing gender equity, respect, and the appreciation of differences in Physical Education classes. It is concluded that coeducation represents an important pedagogical strategy for challenging inequalities, expanding opportunities for participation, and fostering more democratic relationships in the school context. Although prejudices and stereotypes were not completely overcome, the intervention highlighted the transformative potential of intentional pedagogical practices that promote dialogue, critical reflection, and the recognition of diversity as a constitutive element of educational experience. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/87079 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86984 Título: O rugby como ferramenta para a cultura de paz: uma experiência com estudantes do ensino médio Autor(es): Castro, Romulo Ferreira de Abstract: Beyond physical and sporting performance, rugby instills values in its practitioners that can be applied off the field, being important in various life contexts such as social relationships, quality of life, identity formation, among others. Integrity, respect, solidarity, passion, and discipline are values that will govern the conduct of a rugby player both on and off the field. The objective of this project was to analyze how rugby can influence the promotion of a culture of peace according to the perception of high school students at a Federal Institute of Education. The specific objectives were: to promote the practice of rugby and its values among the participants; to understand how students relate the experience of rugby to attitudes of respect, cooperation, and peaceful conflict resolution; and to analyze how the practice of rugby in the school context can foster dialogue, teamwork, and the appreciation of differences among students. This is a cross-sectional qualitative research study. A logbook and a questionnaire were used for data collection. The sample consisted of 16 participants, 8 male and 8 female students, aged between 17 and 19 years. All were part of the same class, in the 6th semester (3rd year), regularly enrolled in the technical course in building construction at the Federal Institute of Ceará, Quixadá campus. During the 20 weeks of application, various data were generated from the logbook and the questionnaire applied at the end of the study period. The NVivo software was used to assist in the data analysis. With the responses obtained, it was possible to achieve the main objective of the study. In general, the participants believe that the values of Rugby, especially respect and discipline, are crucial for promoting a Culture of Peace inside and outside the school. They also believe that other factors inherent to the practice, such as dialogue, the culture of the game, and teamwork, can promote a Culture of Peace and assist in aspects of personal and professional development. It was possible to promote the practice of Rugby and its values among the participants. It was possible to understand how students associate the experience of Rugby with the development of attitudes of respect, cooperation, and peaceful conflict resolution. It was possible to analyze how the practice of Rugby in the school context can foster dialogue, teamwork, and the appreciation of differences among them, which, despite conflicts, including some not resolved satisfactorily, was considered positive. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86984 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86904 Título: Práticas pedagógicas digitais de professores(as)-pesquisadores(as) egressos(as) do Programa de Mestrado Profissional em Educação Física em Rede Nacional Autor(es): Lopes, Jonathan Moreira Abstract: The use of electronic devices that permeate the globalized landscape is characteristic of a transformation in knowledge brought about by the implementation of human-made digital technologies. In school physical education classes, Digital Information and Communication Technologies (DICTs) play an educational role in the teaching and learning process by integrating physical movement with the digital environment. The overall objective of the study was to understand how teacher-researchers who are graduates of the ProEF program integrate digital technologies, recognizing their intersections with the field of media education as they reflect on their pedagogical practice in school physical education. The study adopted a qualitative, exploratory approach that incorporated field research, with a theoretical-empirical investigation. The study outlined the state of the art as a method for reviewing the literature of the dissertations produced in the ProEF program. Of the 358 dissertations identified, 22 were analyzed because they focused on digital technologies as the subject of their research. The selection of faculty researchers was based on an analysis of ProEF’s publications on the topic, with the participation of six faculty members. Data collection was conducted through a semi-structured interview on a digital platform using photoelicitation as a method. Data analysis was conducted using content analysis, resulting in the identification of four analytical categories: the technological, critical, productive, and intercultural dimensions of digital pedagogical practices and the possibilities for their application to the context of bodily experience; the integration of digital technologies into the pedagogical process of teaching, learning, and student development; teacher training in the pursuit of the adoption of digital technologies in school physical education; challenges and opportunities of digital technologies in the pedagogical environment. The results indicated that digital teaching practices differ in their pedagogical approach due to pedagogical intentions rooted in media education and the diverse educational contexts in which they are applied. Another finding is that digital technologies are used to support the teaching and learning process, with the aim of fostering the development of ethical, responsible individuals and citizens. The main challenges schools face in using technology are related to limited digital resources, inadequate infrastructure, and poor internet access. As an educational resource, a comic book was developed based on the transcript of an interview with a professor and researcher who graduated from ProEF; the interview focused on the use of video games in his teaching practice. It was concluded that most of the digital teaching practices developed by teacher-researchers are based on educating with, about, and through media, guiding student learning toward a critical and emancipatory perspective. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86904 2026-01-01T00:00:00Z 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 Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86613 2026-01-01T00:00:00Z