Compreensões de corpo e prática pedagógica na educação física: uma análise do material didático produzido pelo paideia
In this search we intend to identify the body and pedagogyc practice comprehension in the didactic materiais produced by PAIDEIA. We also intend to reflect about the relation between the body comprehension and the theoretical-methodological orientations indicated on the analyzed material and to cons...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/50179 |
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| Resumo: | In this search we intend to identify the body and pedagogyc practice comprehension in the didactic materiais produced by PAIDEIA. We also intend to reflect about the relation between the body comprehension and the theoretical-methodological orientations indicated on the analyzed material and to construct arguments concerning the relation of body knowledge in this area. As search methodology we used the content analysis which was proposed by Laurence Bardin (1977). This content analysis is composed by three moments: first-analysis or organization, codification and referential analysis. At the first chapter we discuss the body comprehension from the thematic categories Body and History, Body and Culture and Body and Experience; at the second moment, we identify the implications of these comprehensions on the pedagogic doing, beginning from criticai orientation and practices diversities categories. At the third chapter, we discuss the epistemological matters, concentrating the discussion on the Movement Culture, as academic area or curricular component. From these analyses we identify a body phenomenological conception, which is comprehended as subject body, biocultural, with intelligence, which communicates with the world by its language, its gesture. The methodological proposition are coherent with this comprehension, leading classes open to the pupils experiences, and may the pupil comprehend itself as body condition of intervention on social history. It brings to us a reflection about our pedagogic doing concerning to respect each pupil movement experiences. |
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