scholarly journals Representações das crianças sobre o brincar na escola

2017 ◽  
Vol 30 (2) ◽  
pp. 203
Author(s):  
Míriam Stock Palma
Keyword(s):  
Physical Education ◽  
School Children ◽  
Elementary School Children ◽  
Body Movement ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
Physical Education Class ◽  
Porto Alegre ◽  
Education Class ◽  
Childhood Play

O objetivo desta investigação foi compreender as representações das crianças sobre o brincar em diferentes espaços escolares, nomeadamente no recreio, na sala de aula e na aula de Educação Física. A partir da análise das entrevistas realizadas a 106 crianças, entre os 5 e os 12 anos de idade, numa escola da rede pública de Porto Alegre, Rio Grande do Sul, Brasil, verificou-se que as brincadeiras prediletas são as que implicam movimento e ocorrem, em grupo, no espaço de recreio da escola. As crianças que frequentam o Jardim de Infância afirmam que brincam em sala de aula, enquanto as que frequentam o Ensino Fundamental declaram não brincar ou brincar pouco nesse espaço. Nas aulas de Educação Física elas realizam brincadeiras diversificadas, muitas das quais coincidem com as suas preferidas. Palavras-chave: Infância; Brincadeiras; Educação ABSTRACTThe purpose of this study was to understand children’s representations about playing in different spaces at school, namely in the playground, in the classroom and in Physical Education class. From the analysis of the interviews with 106 children, aged between 5-12, who attended a public school in Porto Alegre, Rio Grande do Sul, Brazil, we verified that their favorite games were those which demanded body movement and were played in big groups during recess in the playground. Kindergarden children stated that they play in their classrooms, while Elementary School children said they don’t play or play very little in their classrooms. Children play diverse games in Physical Education classes, many of which coincide with their favorite ones. Keywords: Childhood; Play; Education 

scholarly journals UMA EXPERIÊNCIA DE ENSINO DO FUTEBOL NO CURRÍCULO DE LICENCIATURA EM EDUCAÇÃO FÍSICA - EXPERIÊNCIA Nº 2

2007 ◽  
Vol 6 (12) ◽  
pp. 53-62
Author(s):  
Vicente Molina Neto
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Undergraduate Students ◽  
Rio Grande ◽  
Physical Education Teachers ◽  
Physical Culture ◽  
Rio Grande Do Sul ◽  
Porto Alegre ◽  
Specific Element ◽  
The Public

Este trabalho apresenta os resultados de uma investigação de natureza qualitativa realizada em aulas de educação física em escolas públicas da cidade de Porto Alegre—RS. O propósito do estudo foi examinar a relação entre a produção de conhecimento e 3 prática profissional de futuros professores de educação física. A pesquisa enfocou o ensino de um elemento específico da cultura física brasileira (futebol) a estudantes de 5a a 8a série, durante o período de um semestre acadêmico, por 11 estudantes em fase de conclusão de curso, da Escola de Educação Física da Universidade Federal de Rio Grande do Sul.  This work presents the results of a qualitative investigation carried out in physical education classes in the public schools of the city of Porto Alegre -RS. The purpose of the study was to examine the relationship between the production of knowledge in physical education and the professional practice of future physical education teachers. The research focused on the teaching of a specific element of the Brazilian physical culture (soccer) to students of 5th to 8th grades during a period of an academic term by 11 final year undergraduate students of the Faculty of Physical Education of the Federal University of Rio Grande do Sul.

scholarly journals O CONHECIMENTO PEDAGÓGICO DO PROFESSOR DE EDUCAÇÃO FÍSICA DA ESCOLA PÚBLICA NO RIO GRANDE DO SUL - UMA ETNOGRAFIA EM PORTO ALEGRE

2000 ◽  
Vol 6 (13) ◽  
pp. 71-80 ◽  
Author(s):  
Alexandre Scherer ◽  
Vicente Molina Neto
Keyword(s):  
Public School ◽  
Physical Education ◽  
Rio Grande ◽  
Ethnographic Study ◽  
Physical Education Teachers ◽  
Rio Grande Do Sul ◽  
Porto Alegre ◽  
The Public ◽  
The City ◽  
Effective Analysis

O estudo trata de identificar que conhecimentos sustentam a prática pedagógica do professor de educação física da escola pública da rede estadual de ensino. Nesse sentido, a análise efetiva desta investigação foi centrada nas concepções teóricas, na trajetória profissional e no cotidiano dos professores de educação física. A metodologia utilizada centrou-se na perspectiva qualitativa de um estudo etnográfico envolvendo dezesseis professores e seis escolas da rede pública estadual de ensino na cidade de Porto Alegre. Este trabalho aponta para a necessidade de compreenderse, com mais profundidade, o cotidiano escolar, através de estudos de perspectiva qualitativa, onde a compreensão das relações que abrangem a comunidade escolar sustente uma ação pedagógica dos professores de educação física, sem desconsiderar o contexto social, político, econômico e cultural. The study examines to identify that knowledge sustain the pedagogic practice of physical education teachers of public school, of the state net of teaching. In that sense, the effective analysis of this study was centered in the theoretical conceptions, in the professional trajectory and in the daily of physical education teachers. The used methodology was centered in a qualitative perspective of an ethnographic study involving sixteen teachers and six schools of the public state net of teaching in the city of Porto Alegre. This work points for the need of understanding, with more depth the daily school, through studies

The Self-Regulation and Perception of Exercise Intensity in Children in a Field Setting

1999 ◽  
Vol 11 (1) ◽  
pp. 32-43 ◽  
Author(s):  
Robin D. Cowden ◽  
Sharon A. Plowman
Keyword(s):  
Elementary School ◽  
School Children ◽  
Exercise Intensity ◽  
Elementary School Children ◽  
Self Regulation ◽  
Heart Rate Monitoring ◽  
Physical Education Class ◽  
Education Class ◽  
Field Setting ◽  
Effort Rating

This study examined whether elementary school children (n = 104, M = 59, F = 45) could learn to self-reguiate exercise intensity and provide consistent and accurate perceptual estimates of sell-regulated exercise in the field setting of a physical education class. Five training sessions involving heart rate monitoring (HRM), introduction to the Children’s Effort Rating Table (CERT), and feedback from the researcher preceded two testing sessions (Trial 1 [Tl] and Trial 2 [T2]). Sixty-two percent of the subjects were able to set their intensity within the HR range for Tl, but only 40% did so for both trials. Validity coefficients between HR and CERT were low (r = –.10 to –.18) and intraclass reliability for CERT was only moderate (Tl, R = .67; T2, R = .56). The data indicate that elementary school children could neither consistently self-regulate exercise intensity nor provide valid or reliable CERT estimation responses for self-determined activity.

scholarly journals Human Body Movement Coupling Model in Physical Education Class in the Educational Mathematical Equation of Reasonable Exercise Course

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Tao Pang
Keyword(s):  
Physical Education ◽  
Linear System ◽  
Human Body ◽  
Body Movement ◽  
Mathematical Equation ◽  
Physical Education Class ◽  
Education Class ◽  
Non Linear ◽  
Non Linear System ◽  
The Impact

Abstract In physical education class, the movement of the human body requires multiple joints to cooperate, and a multi-link system coupling is presented. In the teaching of physical education curriculum, the impact of the force received by students jumping up and down shows the characteristics of the non-linear system of physics and mathematics. Aiming at the movement process of jumping up and down, we established a joint mathematical equation model of the motion state of the human lower limb joints. We use a non-linear system to solve the mathematical model of the joint force coupling problem of the human body jumping up and down.

Sign in / Sign up

Export Citation Format

Share Document