http://repositorio.ufc.br/handle/riufc/40624 2026-04-04T19:44:13Z 2026-04-04T19:44:13Z Nascimento, José Wellerson do http://repositorio.ufc.br/handle/riufc/85637 2026-04-01T12:02:08Z 2026-01-01T00:00:00Z

Título: Jogos interclasses como espaço de protagonismo estudantil numa escola de tempo integral do município de Fortaleza Autor(es): Nascimento, José Wellerson do Abstract: This dissertation, developed within the scope of the Professional Master’s Program in Physical Education in the National Network (ProEF/UFC), investigated how student protagonism is manifested in the Interclass Games of a full-time public school located in the city of Fortaleza, Ceará, Brazil. The study is based on the understanding that Interclass Games, historically associated with competition and sports performance, may assume an expanded educational character when guided by pedagogical principles that value student protagonism, expressed through students’ active participation in the planning, organization, and implementation of the event. The research is grounded in theoretical frameworks that discuss school sport from a critical and educational perspective, as well as in approaches that understand youth/student protagonism as a pedagogical practice and a constitutive element of civic education. It also engages with municipal curriculum documents from Fortaleza that recognize protagonism as a formative axis of full-time schools. Methodologically, this is a qualitative study characterized as action research, developed through questionnaires, conversation circles, and participant observation, within the context of organizing and conducting the 2025 Interclass Games. Data analysis was carried out using the content analysis technique proposed by Bardin, enabling the identification of categories related to students’ experiences, perceptions, and participation practices. The results indicate that the Interclass Games can constitute a privileged space for learning by fostering experiences of cooperation, autonomy, shared responsibility, and collective decision-making, thereby expanding the meanings attributed to sport in the school context. As an educational product, a pedagogical booklet was developed for Physical Education teachers in lower secondary education, offering practical guidelines to promote student protagonism in the organization of Interclass Games, grounded in the research data and the theoretical contributions discussed throughout the study. Tipo: Dissertação

2026-01-01T00:00:00Z Pereira, Valberson da Silva http://repositorio.ufc.br/handle/riufc/85470 2026-03-26T18:39:19Z 2026-01-01T00:00:00Z

Título: Ginásticas de conscientização corporal no ensino médio: estratégias pedagógicas e contribuições para o autoconhecimento e autocuidado na educação física escolar Autor(es): Pereira, Valberson da Silva Abstract: High School Physical Education faces the challenge of intervening in bodies silenced by curricular erasure and the demands of the "Performance Society". This study aimed to investigate how Body Awareness Gymnastics (GCCs) contribute to the development of self-knowledge and self-care among 1st-year High School students at a full-time public school in Fortaleza, Ceará. It is a qualitative research of the pedagogical intervention type, structured into a didactic sequence of five meetings. Data generation occurred through field diaries, conversation circles, body pain maps, and graphic productions, interpreted through the lens of Thematic Analysis. The results initially revealed the students' perceptions of body awareness gymnastics as marked by elitist, religious, and gender stereotypes. Practical experiences of Workplace Gymnastics, Self-Massage, Mindfulness, and Pilates evidenced a body with a high degree of sensory-motor amnesia. The methodological strategy of "reading to move" promoted physical literacy and autonomy in the execution of movements. It is concluded that GCCs instrumentalize youth for the autonomous reading of bodily signals, re-signifying self-care as an ethical attitude of self-preservation rather than a mere consumer aesthetic. As an educational product, a didactic sequence was validated to assist teaching practice in Basic Education. Tipo: Dissertação

2026-01-01T00:00:00Z Rangel, João Paulo de Oliveira http://repositorio.ufc.br/handle/riufc/85102 2026-03-06T11:52:07Z 2026-01-01T00:00:00Z

Título: Práticas corporais indígenas no ensino fundamental: uma análise da aplicação da lei nº 11.645/08 nas aulas de educação física no Cariri cearense Autor(es): Rangel, João Paulo de Oliveira Abstract: This study examines Indigenous bodily practices within School Physical Education regarding the implementation of Law No. 11.645/08. The investigation centered on the following inquiry: Is the aforementioned law being enacted in the pedagogical practices of Physical Education teachers in the cariri region, Ceará? It is hypothesized that Indigenous bodily practices represent objects of knowledge integrated into the daily teaching-learning routines of these educators. Therefore, the general objective is to analyze whether such practices are being addressed in Physical Education classes in public elementary schools in the cariri region, specifically in the municipalities of Barbalha and Juazeiro do Norte. The research was developed using a mixed-methods approach, integrating quantitative and qualitative data. A Google Forms questionnaire was used as the data collection instrument, followed by a descriptive analysis of the data. The study participants were Physical Education teachers working in Elementary Education in the municipal school systems of Juazeiro do Norte and Barbalha, Ceará. As an educational resource, an anti-racist training proposal from an Indigenous perspective was implemented, structured in two phases: the first, theoretical, focused on critical historical, political, and cultural contextualization; and the second, practical, involving experiences with Indigenous bodily practices (games, play, fighting practices, and dances). This resource functioned as a means to familiarize teachers with the subject, stimulating the creation of pedagogical strategies to promote discussion on ethnic-racial relations—specifically those of Indigenous peoples—and acting as a guide for professional development. Data obtained from 32 teachers in Barbalha and Juazeiro do Norte evidenced that Indigenous knowledge is systematized by most educators solely during commemorative events. The primary obstacles cited were insufficient prior knowledge and a lack of specific training. The conclusion emphasizes the urgent need for curricular changes in Physical Education, across both initial teacher training and continuing education provided by government bodies. These reforms are crucial to disrupt Eurocentric practices and establish an anti-racist and intercultural education. Tipo: Dissertação

2026-01-01T00:00:00Z Sousa, Luiz Emanoel Campelo de http://repositorio.ufc.br/handle/riufc/84692 2026-02-10T18:07:49Z 2025-01-01T00:00:00Z

Título: As concepções de uma comunidade escolar na cidade de Quixeré-CE em relação ao ensino da educação física Autor(es): Sousa, Luiz Emanoel Campelo de Abstract: This study aimed to investigate the conceptions of school Physical Education held by students and their parents or guardians at the EEB Antonio Moreira de Freitas School, as well as by school administrators in the municipality of Quixeré-CE, seeking to understand how these individuals perceive the social function of this curricular component in the school context. The research adopted a qualitative approach, outlined through a case study. Data collection was carried out through document analysis, which provided the theoretical framework, and through questionnaires and interviews with representatives of the three participating groups, respecting representativeness criteria. Content analysis, according to Bardin (2011), was used to systematize the information, allowing the identification of categories and interpretative patterns, based on seven conceptions of Physical Education: sports; health, physical fitness and biomechanics; recreational; support for other disciplines; developmental; punitive, meritocratic and disciplinary; and cultural and critical. To identify and classify these categories in the participants' statements, the analysis of units of meaning was applied, as proposed by Moreira, Simões, and Porto (2005). The results showed the coexistence of traditional and critical conceptions regarding the role of school Physical Education. Among the predominant discourses, a strong association was observed between the discipline and health for parents/guardians and administrators, and with sports practices among students, reflecting a historical legacy that limits its pedagogical understanding. However, signs of transformation also emerged, recognizing Physical Education as a space for human, cultural, and reflective development. The analyzed statements reveal the potential of the curricular discipline to promote dialogue, the appreciation of diversity, and the development of critical awareness in the school context. It is concluded that the re-signification of Physical Education depends on a teaching practice committed to plurality and reflection, which gives meaning to the educational process. Thus, this research can contribute to strengthening the understanding of Physical Education as an essential field of knowledge for the integral and critical formation of students. Tipo: Dissertação

2025-01-01T00:00:00Z