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"Sistematização do conhecimento declarativo em educação física escolar de quinta à oitava séries do ensino fundamental" ; SYSTEMATIZATION OF THE DECLARATIVE KNOWLEDGE IN PHYSICAL EDUCATION IN BRAZIL FROM 5TH TO 8TH GRADES – BASIC EDUCATION

Antunes, Fabia Helena Chiorboli
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 10/05/2006 PT
Relevância na Pesquisa
65.96%
O presente estudo objetivou selecionar, sistematizar e validar o conhecimento declarativo sobre o movimento a ser transmitido no componente curricular Educação Física, de 5ª a 8ª séries do Ensino Fundamental para a Rede Estadual de Ensino do Estado de São Paulo. O conhecimento declarativo sobre o movimento humano foi selecionado a partir de livros didáticos de Educação Física e, sua pertinência para a educação física escolar foi avaliada por 11 Docentes de ensino superior envolvidos com Licenciatura em suas instituições. A sistematização do conhecimento, a partir dos temas selecionados pelos Docentes, foi efetuada com a definição dos comportamentos esperados de saída ao final do quarto ciclo do Ensino Fundamental. Nesse processo teve-se em conta o nível de letramento dos alunos (de acordo com indicadores do Ministério da Educação) e os objetivos dos outros componentes curriculares. A validação da proposta foi realizada com base na avaliação realizada por 167 professores de Educação Física da rede Estadual de Ensino e 75 ATP’s. A escala utilizada para avaliação de cada comportamento por série foi a do tipo Likert, que tem como objetivo avaliar o grau de concordância ou discordância de determinadas afirmações. A maioria dos comportamentos esperados por séries recebeu uma aceitação maior que 80% por parte dos professores. Valores menores que esse percentual não apresentaram concordância para série adequada. Houve quatro comportamentos (referentes a dimensões biodinâmica e comportamental) que apresentaram unanimidade na aceitação para a 8ªsérie.; This study aimed at selecting...

Results of a sex education program for 2nd and 3rd cycle of portuguese basic education students

Anastácio, Zélia; Marinho, Susana
Fonte: INFAD Publicador: INFAD
Tipo: Artigo de Revista Científica
Publicado em //2014 ENG
Relevância na Pesquisa
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Background: Promoting sexual and reproductive health of adolescents contributes to their personal and social education (Ramiro et al, 2011). However, there is often a gap between the perception of the school about the sexuality of their students and the reality they actually live in. As so, the SE projects implemented may not coincide with the young people real needs (Allen, 2008). Objectives: This research aims to identify the needs of basic education students on human sexuality and sex education (SE) and, from these, to develop their skills in order to promote a healthy sexuality. Participants: We worked with a convenience sample of 2nd and 3rd cycle students of Portuguese basic education attending a school in urban milieu. Methods: Being an action-research project, at the diagnostic phase we carried out a questionnaire for the second and the third cycle of basic education students attending an Oporto school. Questionnaire was filled in online by 397 students. The data obtained were taken into account when developing a SE program applied to 6th, 7th, 8th and 9th grade students, in the school by teachers. After the program we applied a new questionnaire, which was filled in on paper by 112 students, in order to ascertain the changes occurred. Results: About 47% of the students acquired a comprehensive concept of sexuality...

A compreensão do tempo e do tempo histórico pelas crianças: um estudo de caso com alunos portugueses do 1º. CEB; Understanding time and historical time by children: a case study with portuguese student of the first cycle of basic education; La comprensión del tiempo y del tiempo histórico en los niños: un estudio de caso con alumnos portugueses del 1.º CEB

Solé, Maria Glória Parra Santos
Fonte: Universidade Estadual de Maringá. Departamento de História. Programa de Pós-Graduação em História de Maringá-Paraná Publicador: Universidade Estadual de Maringá. Departamento de História. Programa de Pós-Graduação em História de Maringá-Paraná
Tipo: Artigo de Revista Científica
Publicado em /04/2015 POR
Relevância na Pesquisa
65.93%
Este estudo é uma parte da investigação realizada em tese de doutoramento intitulada: “O ensino da História no 1.º Ciclo: a concepção do tempo histórico nas crianças e os contextos para o seu desenvolvimento” (Solé, 2009), realizado com alunos do 1.º CEB (6-10 anos) numa escola do norte de Portugal. O estudo foi realizado em duas turmas, uma no 1º/2º ano (24 alunos) e a outra no 3.º/4.º ano (25 alunos), ao longo de dois anos escolares. Esta investigação insere-se no quadro da investigação de natureza interpretativa, é predominantemente qualitativa (Erickson, 1986) e pode-se considerar um estudo de caso longitudinal (Yin, 2003), pois descreve o processo de aprendizagem e de compreensão do tempo histórico das crianças do 1.º ao 4.º ano de escolaridade, de dois grupos turma durante dois anos. Segundo a tipologia proposta por Stake (2000), pode ser considerado também um estudo de caso instrumental na medida em que se pretendeu evidenciar como é que as crianças desenvolvem conceitos de tempo e as dificuldades sentidas no processo de ensino aprendizagem, assim como compreender como essa aprendizagem é realizada através de diversas estratégias e procedimentos.; Current analysis is a segment in the investigation for the doctoral thesis titled ‘The Teaching of History in the First Cycle of Basic Education: The concept of historical time in children and the contexts for their development’ (Solé...

Expressive arts in training of teachers to inclusive education

Santos, Graça Duarte; Carvalho, Alexandra
Fonte: Research Center on Education (CIEd)/Institute of Education University of Minho Publicador: Research Center on Education (CIEd)/Institute of Education University of Minho
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
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Considering the importance given to creativity and to cooperative and active learning as facilitator methods of an Inclusive Education, on this paper we present a study that identifies the place given to active and expressive techniques in the initial training of educators/teachers. The Higher Education Institutions that provide training components within the inclusive education, active and expressive techniques were identified, characterizing those same components by analyzing the curricula of all courses of Initial Teacher Education in Portugal which qualify for teachers from pre-school education to the 2nd cycle of basic education. Data analysis will allow us to further reflect on the contribution of these areas to build positive models of Inclusive Education.

Developing Post-Primary Education in Sub-Saharan Africa : Assessing the Financial Sustainability of Alternative Pathways

Mingat, Alain; Ledoux, Blandine; Rakotomalala, Ramahatra
Fonte: World Bank Publicador: World Bank
Relevância na Pesquisa
56.05%
All countries in Sub-Saharan Africa (SSA) face the prospect of a substantial increase in the number of primary school completers in the coming years. Although initial conditions vary widely from country to country, this increase will inevitably intensify pressure on the education system, particularly at the secondary and tertiary levels. African countries may thus find it timely to align their education policies and strategies to the emerging challenges. A key goal is to ensure that the education system continues to develop in an efficient, equitable, and fiscally sustainable manner even as it expands to accommodate the rising numbers seeking a place in secondary and tertiary education. The rest of this report is organized as follows. Chapter two elaborates the policy context for education development in SSA. Chapter three explains the methodology and data sources. Chapter four examines the challenges and constraints posed by the sheer volume of increases in enrollments in post-primary education with which most education systems in SSA must grapple in the coming years. Taking these constraints into account...

Strategies for Sustainable Financing of Secondary Education in Sub-Saharan Africa : Appendix 5 - Costs and Financing of Secondary Education in Zambia, A Situational Analysis

Lewin, Keith M.
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
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56.06%
This thematic study discusses strategies for sustainable financing of secondary education in Sub-Saharan Africa. The report provides insight into options for financing the expansion of secondary education and training in Africa. This comes with a hefty price tag and points to the need to undertake fundamental reforms swiftly. This publication messages are clear: secondary education and training in Sub-Saharan Africa faces the challenge of improved efficiency and improved quality simultaneously with a fast growing demand. Sustainable financing will also require more effective public-private partnerships, because governments have many priorities and do not have a lot of room for significant additional public funding of post-primary systems. Educational reforms are needed to expand enrollment in secondary schooling in affordable ways. These reforms will contribute to poverty reduction by increasing the levels of knowledge, skills, and capability; diminishing inequalities in access that limit social mobility and skew income distribution; and contributing to the achievement of the Millennium Development Goals (MDGs) that relate to education.

Central America : Education Strategy Paper

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
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The purpose of the Education Strategy Paper is to compare basic education outcomes and indicators in the four Central American countries, which will then be examined and explored in the subsequent chapters. At least five main dimensions of educational performance should be considered in any education sector diagnostic such as this one: (a) educational coverage, measured by enrollment rates; (b) internal efficiency, measured by student cohort survival rates and other indicators; (c) educational quality, measured by the acquisition of cognitive skills; (d) external efficiency, measured by private (and ideally, social) rates of return to schooling at the various levels; and (e) equity, measured by the distribution among urban-rural areas, socio-economic groups and ethnic groups of all the previous indicators. We will make the attempt below to compare the countries along these dimensions, using similar indicators, and, when applicable, triangulating indicators across multiple sources (official Ministry of Education sources and household surveys). When possible, we also provide longitudinal comparisons of these education indicators for each country. A key conclusion of the chapter will be that some urgent priorities remain in spite of several accomplishments undertaken in the past decades...

West Bank and Gaza : Education Sector Analysis - Impressive Achievements Under Harsh Conditions and the Way Forward to Consolidate a Quality Education System

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
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The Palestinian Education System comprises a Mandatory Basic Cycle covering Grades 1 to 10, divided into the Preparation Stage (Grades 1 to 4) and the Empowerment Stage (Grades 5 to 10). Optional Secondary Education covers Grades 11 and 12, with the option of general secondary education, and a few vocational secondary schools. Post secondary education is offered in 11 universities, (10 private and one public), 11 technical colleges (4 government, 2 UNWRA, 4 public and 1 private) which offer mainly 4 year programs. In addition there are 19 community colleges (1 government, 9 public, 2 UNRWA, and 7 private) that offer mainly two-year diploma courses in technical and commercial specializations. The Ministry of Education and Higher Education (MOEHE) developed in 1999 a five-year Education Development Plan for the period 2000-2005. This was the first time after the establishment of the Palestinian Authority in 1994 that the MOEHE developed a National Plan with a unified vision for the Palestinian education system from pre-school to secondary education.

Tajikistan : Review of Public Expenditures on Education

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Public Expenditure Review
ENGLISH; EN_US
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This policy note is part of the World Bank's Programmatic Public Expenditure Review (PER) work program for FY2012-2014. The PER consists of a series of fiscal policy notes, which aim at providing the Government of Tajikistan with recommendations to strengthen budgetary processes and analysis. This policy note, the third in the series, examines public expenditures on education in Tajikistan, focusing on assessing efficiency and equity of general education spending. Section 2 reviews the characteristics of Tajikistan's educational system, including access and equity in enrollment and quality of education. Section 3 analyzes overall public spending on education and a breakdown by financing source, subsector, and expenditure category, as well as unit costs by level of education. Section 4 examines general education financing, which is the largest spending unit within the education sector, in more depth. Section 5 covers demographic trends and enrollment projections and their implications on education spending. Section 6 provides the main conclusions: 1) the level of public spending on education in Tajikistan is comparable to similarly developed countries; 2) the pre-school enrollment rate is extremely low; 3) while primary education is near universal with gender parity...

Post-Basic Education and Training in Rwanda : Skills Development for Dynamic Economic Growth

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
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Improved access to and quality of upper secondary schools, teacher training colleges, Higher Learning Institutions (HLIs), and demand-driven Technical and Vocational Education and Training (TVET) courses to supply the demand for the higher-level skills and competencies relevant to labor market needs remains a central priority for the ministry of education in Rwanda. Since the original analysis and drafting of this report took place there have been a number of changes within the Post Basic Education and Training (PBET) sector and progress has been made on various areas of policy implementation discussed in the report. Most significantly, the government of Rwanda announced in 2010 that all students will be entitled to access fee-free education until the end of upper secondary school (or equivalent). This policy move addresses some of the concerns raised in the report to ensure that increasing numbers of basic education graduates can move on to PBET. This report provides a description of key aspects of the education sector as a whole with particular emphasis on quality improvement in basic education. The present report takes the perspective that Rwanda's PBET system is the country's principle mechanism for generating the skilled labor force needed to become a middle-income...

Developing the Workforce, Shaping the Future : Transformation of Madagascar's Post-basic Education

Bashir, Sajitha
Fonte: World Bank Publicador: World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH
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Sub-Saharan African countries are increasingly recognizing the contribution of post basic education to economic growth and social development. However, policy makers in many poor countries struggle to balance expansion and upgrading of post-basic education reform against competing development priorities. They must consider how and sometimes whether, to fund post-basic education in the face of demographic growth, limited public resources, and political and social imperatives. In its new poverty reduction and growth strategy, the Madagascar Action Plan (MAP), the Government of Madagascar made the transformation of its education system one of the key pillars of its development agenda. An important decision was the reform of basic education, covering primary and junior secondary education, including extension of the basic education cycle to 10 years. The Government's new Education for All (EFA) plan provides the policy framework and operational strategies for basic education, covering changes to curricula and learning materials...

Rwanda - Education Country Status Report : Toward Quality Enhancement and Achievement of Universal Nine Year Basic Education - An Education System in Transition; A Nation in Transition

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: Education Sector Review
ENGLISH
Relevância na Pesquisa
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The Republic of Rwanda is a relatively small country located in Central Africa with a population of approximately 10 million people, making it one of the more densely populated countries in the world. The current government is taking positive steps to helps the country emerge from its tragic past, and aims to promote reconciliation and unity among all Rwandese and forbids any political activity or discrimination based on race, ethnicity, or relation. The government's effort to deliver basic public services to its population, including education, also follow the spirit of inclusiveness and aims to diminish gender, socioeconomic and geographic disparities. Rwanda's development agenda is entering a new phase as it transitions from post-genocide recovery to producing a population that is regionally and globally competitive and economically and socially secure. The education sector plays a significant role in fulfilling the national agenda. This Country Status Report (CSR) takes stock of recent progress and identifies a new generation of challenges facing the education sector...

The Challenge of Expanding Secondary Education and Training in Madagascar; Le defis de l'expansion de l'enseignement secondaire et de la formation a Madagascar

World Bank
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH; EN_US
Relevância na Pesquisa
56.09%
Madagascar is making significant progress in achieving its Education for All Initiative (EFA) goals of providing universal primary education. It has recently decided to initiate far-reaching reforms in its primary and secondary education cycles. Good quality primary graduates are necessary for entry into the secondary education cycles in Madagascar. But equally important is the quality and relevance of what is taught and learned in secondary schools. This is one of the keys for accelerated economic growth and effective social development. International global trends in secondary education provide a useful framework for undertaking the current reform in secondary education. Madagascar's labor market needs more and better secondary graduates with "modern knowledge and better skills" to make its economy competitive and to attract overseas investments in the country. Asia and Latin America have already shown the way. However, to make the expansion of post-primary education services in Madagascar sustainable the system should become much more efficient and produce better results (in terms of quality and quantity). This report is designed to contribute to ongoing education reform discussions by presenting: analysis of the secondary education and training system; challenges and constraints to the expansion of the system; options to expand and improve secondary education based on other country experiences; and possible next steps for identifying the most appropriate course of action. This report aims to encourage discussion among policymakers...

Girls' Education in the 21st Century : Gender Equality, Empowerment, and Economic Growth

Tembon, Mercy; Fort, Lucia
Fonte: Washington, DC : World Bank Publicador: Washington, DC : World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH; EN_US
Relevância na Pesquisa
56.09%
Gender equality is not just a women's issue, it is a development issue. Women's economic empowerment is essential for economic development, growth, and poverty reduction not only because of the income it generates, but also because it helps to break the vicious cycle of poverty. Educating girls and women is critical to economic development. Research conducted in a variety of countries and regions has established that educating girls is one of the most cost-effective ways of spurring development. Female education creates powerful poverty-reducing synergies and yields enormous intergenerational gains. It is positively correlated with increased economic productivity, more robust labor markets, higher earnings, and improved societal health and well-being. This book is based on the background papers developed for the symposium. Although the papers have been edited, their key messages remain intact, and the theme of the symposium respected. The overview chapter is a thematic paper prepared by the World Bank that brings out the main messages of the symposium. The subsequent chapters reflect the current state of education from a gender perspective and highlight the importance of and challenges to female education as well as the interdependence of education and development objectives. The final chapter presents five strategic directions for advancing gender equity in education.

Education in Sub-Saharan Africa : A Comparative Analysis

Majgaard, Kirsten; Mingat, Alain
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
Tipo: Publications & Research :: Publication; Publications & Research
EN_US
Relevância na Pesquisa
56.07%
As in most countries worldwide, Sub-Saharan African countries are striving to build their human capital so they can compete for jobs and investments in an increasingly globalized world. In this region, which includes the largest number of countries that have not yet attained universal primary schooling, the ambitions and aspirations of Sub-Saharan African countries and their youth far exceed this basic goal. Over the past 20 years, educational levels have risen sharply across Sub-Saharan Africa. Already hard at work to provide places in primary schools for all children, most countries of the region are also rapidly expanding access to secondary and tertiary levels of education. Alongside this quantitative push is a growing awareness of the need to make sure that students are learning and acquiring the skills needed for life and work. Achieving education of acceptable quality is perhaps an even greater challenge than providing enough school places for all. Thus, Sub-Saharan African countries are simultaneously confronting many difficult challenges in the education sector, and much is at stake. This book gives those concerned with education in Sub-Saharan Africa an analysis of the sector from a cross-country perspective, aimed at drawing lessons that individual country studies alone cannot provide. A comparative perspective is useful not only to show the range of possibilities in key education policy variables but also to learn from the best performers in the region. (Although the report covers 47 Sub- Saharan African countries whenever possible...

Madagascar - Post Primary Education : Developing the Workforce, Shaping the Future - Transformation of Madagascar's Post-Basic Education

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Education Sector Review; Economic & Sector Work
ENGLISH
Relevância na Pesquisa
76.15%
The main purpose of this report is to provide analytical inputs for the development of post-basic education reforms. Specifically, the report identifies and prioritizes: (i) the need for change in the structure, content and delivery of Madagascar's post-basic education and training system, and (ii) the key reforms in financing, governance and sub-sector management required to support changes to the structure, content and delivery of the post-basic system. The Madagascar Action Plan (MAP) outlines an ambitious development strategy, focusing on promoting investment in high growth sectors and regional development. If successful, it will change the demand for skills in fundamental ways. Since 2005, foreign direct investment has increased rapidly. Madagascar's core challenges and the window of opportunity provided by the implementation of basic education reform imply that reform must improve the quality and relevance of post-basic education, while putting cost-effective mechanisms for expanding access in place. Post-basic reform should not focus exclusively on a massive expansion of the existing post-basic system. Instead...

Achieving World-Class Education in Brazil : The Next Agenda

Bruns, Barbara; Evans, David; Luque, Javier
Fonte: World Bank Publicador: World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH
Relevância na Pesquisa
56.16%
Education is improving in Brazil. The average years of education has almost doubled over the last 20 years, as has the proportion of adults who have completed secondary school. Brazil's high school students have improved consistently in math and language performance over the last decade. These gains stem from the federal government's priority attention to education through both reforms and resources over the past 15 years. The progress laid out in this book is impressive and praiseworthy, but Brazil still trails its competitors in several of the ways that matter most. Student learning, while improving, still lags far behind wealthier nations. Many secondary schools lose the majority of their students well before graduation. Teachers are drawn from among the lowest achievers and have few performance incentives, and it shows in how class time is used. This important book explores not only the basis for Brazil's progress, but also what it must do to bridge the remaining quality gap to a first-rate education for its children. It provides detailed recommendations for strengthening the performance of teachers...

Educação literária: o texto dramático no 1.º ciclo do ensino básico; Literary education: the dramatic text in 1st cycle of basic education

Barroso, Sandra Cristina Faria
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Trabalho de Conclusão de Curso
Publicado em //2015 POR
Relevância na Pesquisa
56.09%
Relatório de estágio de mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico; O presente trabalho de investigação é parte integrante da Unidade Curricular: Prática de Ensino Supervisionada II (PES II), prevista no plano de estudos do Mestrado em Educação Pré-escolar e Ensino no 1º Ciclo do Ensino Básico, e foi desenvolvido na turma do 3º ano da Escola Básica/Jardim de Infância de Alvelos, Barcelos. A observação e a análise documental realizadas conduziram a um conhecimento alargado das caraterísticas e necessidades do contexto de estágio. Esse conhecimento permitiu a deteção de algumas necessidades no âmbito da língua materna, nomeadamente, a nível da fluência na leitura, da ortografia e da compreensão e interpretação de textos, a par de um grande interesse pelo teatro e pelas técnicas dramáticas. Portugal é um dos países que mais horas dedica à aprendizagem da língua materna, porém encontra-se nos últimos lugares no que diz respeito à sua eficiência. Neste sentido, e uma vez que o texto dramático é o parente pobre das práticas literárias nas escolas do 1º Ciclo do nosso país, impunha-se a necessidade de um trabalho com este género textual. Assim, consciente da necessidade atual de incentivar as práticas em torno de uma educação literária de qualidade nas escolas do 1º Ciclo do Ensino Básico...

A profissionalidade docente na educação básica em Portugal: depoimentos de alguns professores; The professionalism of teaching in Portugal's basic education: testimonies from teachers

Bodião, Idevaldo da Silva; Formosinho, João
Fonte: Universidade de São Paulo. Faculdade de Educação Publicador: Universidade de São Paulo. Faculdade de Educação
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf
Publicado em 01/04/2010 POR
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65.92%
Este texto, que faz parte de um estudo de caso que busca compreender as dinâmicas pedagógicas do cotidiano de uma escola de 1º ciclo da educação básica em Portugal, explora alguns aspectos da construção da profissionalidade docente, a partir de entrevistas semiestruturadas realizadas com quatro professoras de uma escola pública localizada na cidade de Braga. A análise dos dados, pautadas na "impregnação" e "interpretação" como propostas por Michelat (1982), foi organizada em torno de quatro categorias: a formação inicial; o início da carreira docente; o exercício da profissão; e as ações de formação. É possível concluir que (i) a função docente continua se caracterizando por uma atividade solitária com as decorrências que lhe são próprias; (ii) a inexistência de estratégias de acolhimento dos novatos, associadas às dinâmicas de lotação profissional, impõe, aos professores, inícios profissionais, por vezes, desalentadores; (iii) as ações de formação, como continuam sendo oferecidas, consolidam-se mais como agências de titulações, que permitem vantagens nas progressões funcionais, do que como vetores das alterações das práticas curriculares. Tecem-se conjecturas em torno da adequação de se ter...

Systematization of the declarative knowledge in physical education in Brazil from 5th to 8th grades - basic education; Sistematização do conhecimento declarativo em educação física escolar de 5ª à 8ª séries do ensino fundamental

Antunes, Fabia Helena Chiorboli; Dantas, Luiz
Fonte: Universidade de São Paulo. Escola de Educação Física e Esporte Publicador: Universidade de São Paulo. Escola de Educação Física e Esporte
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; Formato: application/pdf
Publicado em 01/06/2010 POR
Relevância na Pesquisa
65.93%
O presente estudo objetivou selecionar, sistematizar e validar o conhecimento declarativo sobre o movimento a ser ensinado no componente curricular Educação Física, de 5ª a 8ª séries do Ensino Fundamental. O conhecimento declarativo sobre o movimento humano foi selecionado com base em livros didáticos de Educação Física e, sua pertinência para a educação física escolar, sendo avaliada por 11 docentes de ensino superior envolvidos com Licenciatura em suas instituições. A sistematização do conhecimento foi realizada com base nos temas selecionados pelos docentes e iniciada com a definição dos comportamentos de saída esperados ao final do quarto ciclo do Ensino Fundamental. Nesse processo, foi considerado o nível de letramento dos alunos (de acordo com indicadores do Ministério da Educação) e os objetivos dos outros componentes curriculares. A validação da proposta foi realizada por 167 professores de Educação Física e 75 assistentes técnico pedagógicos (ATP) da rede Estadual de Ensino. A escala utilizada para avaliação de cada comportamento por série foi a do tipo Likert, que tem como objetivo avaliar o grau de concordância ou discordância de determinadas afirmações. A maioria dos comportamentos esperados por séries recebeu uma aceitação maior que 80% por parte dos professores. Valores menores que esse percentual não apresentaram concordância para uma determinada série. Houve quatro comportamentos (referentes a dimensões biodinâmica e comportamental) que apresentaram unanimidade na aceitação para a 8ª série; This study aimed at selecting...