Name: MATHEUS MARIN DE FREITAS
Type: MSc dissertation
Publication date: 30/11/2016
Advisor:
Name |
Role |
|---|---|
| WAGNER DOS SANTOS | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| AMARÍLIO FERREIRA NETO | Internal Examiner * |
| WAGNER DOS SANTOS | Advisor * |
Summary: In this study we investigate how teaching in values has been proposed for the School Physical Education from curricular documents linked to the State Secretariats of Education in the Brazilian territory, elaborated between 1996 and 2016. Thus, we organized three chapters that dialogue among themselves and that have a qualitative/quantitative pluri-methodological approach. In the first chapter, we produced a survey of curriculum documents, presenting and analyzing their design and implementation characteristics. By reaching 68 documents, we gave visibility to the annual and territorial origin, the education stages that are directed, their contents, their nomenclatures, as well as their copyright and implementation aspects. In the second chapter, from what was proposed for Physical Education in these materials, we enunciate their intentions regarding teaching in values from the indication of the terminologies used for this teaching and the place in which it appears in the curriculum. In addition, using Iramuteq software, after selecting sentences associated with the values, we highlight the most recurrent words, classifying them by word cloud and similarity analysis. In the third chapter, of the total of documents, we analyzed those who, in addition to presenting the contents to be worked in Physical Education classes, provided possibilities of their teaching via didactic prescriptions, materialized in classes, themes, projects and activities, for example. Through these documents, we present the types of existing didactic prescriptions and discuss how the systematizations for teaching in values were oriented / organized. The data evidenced a growing investment in public policies in the production of this type of material, especially from the second half of the decade of 2000. As for the values, we verified that these curricula express their education mainly by the terms values and attitudes, attitudinal content and by expressions associated with affectivity, embodied in particular in competences and abilities. Finally, with regard to its systematization, we observe a prominence for teaching in values that takes more into account the verbalization, assigning little emphasis on the subjects' body experience.
