Inserir a Educação Física no currículo : uma prática pedagógica realizada no cotidiano

• Ano de defesa: 2008
• Autor(a) principal: Rodriguez, Leonardo Lima
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação Física; Centro de Educação Física e Desportos; UFES; Programa de Pós-Graduação em Educação Física
• Palavras-chave em Português: Educação física - Currículos; Escolas; Ensino - Currículos; Prática de ensino; Educação Física; 796
• Link de acesso: http://repositorio.ufes.br/handle/10/4610

To consider Physical Education as a curricular component that participates in a school teaching planning execution representes in the everyday school life, countless possibilities since the variables which caracterize those school conponents are in great number like the teacher’s idiosyncrasies that organizes it, the material conditions and infrastructure, the space and time arrangements, the immediate social conditions that circles the school, the practices that are materialized in time spaces Physical Education classes that inscribe in the school grounds a particular history of that component – history that sets up history – the path of the school itself that shelters those classes. This text is enriched of those unrests once it shows a research which was mobilized to identify some variables about Physical Education insertion in two Elementary Schools. The main orientated question of the search was: How physical education by two teachers practices is insert in two distintive schools? Many other derived questions emerged after that one, all of them are related to the study areas: Curriculum, School Culture and Everyday Life. Those distintive areas were broached in the search by the comprehension of the Physical Education insertion in two schools, that insertion has been taken as the creation – in the action curriculum of Physical Education cultures (SACRISTÁN, 2000). In this meaning this work sites the pedagogical practies of the Professors J. and M. The Physical Education insertion according to the Professor J’s practice internal logics, identified as the creation of an integration culture between Physical Educaton with the school. And the Physical Education insertion according to the Professor M’s practice logics identified as the Creation of a Physical Education culture not foreseened.