dc.contributorSouza Júnior, Osmar Moreira de
dc.contributorhttp://lattes.cnpq.br/9176123942671062
dc.contributorhttp://lattes.cnpq.br/8167442892432277
dc.contributorhttps://orcid.org/0000-0003-4360-4915
dc.contributorhttps://orcid.org/0000-0002-2915-5634
dc.creatorSilva, Leandro de Carvalho da
dc.date.accessioned2023-05-12T13:10:57Z
dc.date.accessioned2023-09-04T20:27:29Z
dc.date.available2023-05-12T13:10:57Z
dc.date.available2023-09-04T20:27:29Z
dc.date.created2023-05-12T13:10:57Z
dc.date.issued2023-03-10
dc.identifierSILVA, Leandro de Carvalho da. Entre situações-limite e inéditos viáveis: problematizando as desigualdades de gênero nas aulas de educação física. 2023. Dissertação (Mestrado em Educação Física em Rede Nacional) – Universidade Federal de São Carlos, São Carlos, 2023. Disponível em: https://repositorio.ufscar.br/handle/ufscar/18002.
dc.identifierhttps://repositorio.ufscar.br/handle/ufscar/18002
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/8630574
dc.description.abstractThis research has as its starting point the problem of gender exclusions observed in Physical Education classes, especially in opportunities where “self-managed” classes are held. In our teaching experiences, we found that although such exclusions are not common in classes in general, on occasions of free classes (self-organized), there is a greater exclusion of girls. Based on this problem, the objective of the present research was to analyze the limits and possibilities of a teaching intervention guided by a dialogical pedagogy with a view to problematizing gender inequalities in Physical Education classes. The study consisted in an action research, which addressed the thematic units Sports and Dances, structured in a didactic unit to address gender issues in a two-month period. The research universe comprised the students of the fifth year of elementary school, from a school in the municipal teaching network in the city of Suzano. The data production instruments consisted of class diaries, based on participant observations, video recordings and student narratives that emerged in the conversation circles, whose records were made through filming. Data analysis was performed using the Coding Categories method. The main results point to two major categories – Limit Situations and Viable Unpublished, and from these four subcategories emerge – Existential Fatigue, Antidialogicity, Dialogicity, Being More. We consider that the entire process, especially the moments of dialogue, action-reflection in the conversation circles, contributed to problematize Existential Tiredness and Antidialogicity, hoping through Dialogicity the possibility for students to overcome gender inequalities with a view to Being More.
dc.languagepor
dc.publisherUniversidade Federal de São Carlos
dc.publisherUFSCar
dc.publisherPrograma de Mestrado Profissional em Educação Física em Rede Nacional - PROEF
dc.publisherCâmpus São Carlos
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/3.0/br/
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 Brazil
dc.subjectEducação física escolar
dc.subjectDesigualdade de gênero
dc.subjectSituações-limite
dc.subjectInédito viável
dc.subjectSer mais
dc.subjectSchool physical education
dc.subjectGender inequality
dc.subjectLimit situations
dc.subjectUnprecedented viable
dc.subjectBe more
dc.titleEntre situações-limite e inéditos viáveis: problematizando as desigualdades de gênero nas aulas de educação física
dc.typeDissertação


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