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You searched for +publisher:"Universidade Estadual de Campinas" +contributor:("Ferraz, Osvaldo Luiz"). Showing records 1 – 3 of 3 total matches.

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Universidade Estadual de Campinas

1. Rodrigues Junior, José Carlos, 1979-. Trajetórias de vida = lembranças, caminhos e constituições dos saberes docentes de professores de Educação Física = Paths and trajectories of life : memories, paths and establishment of teaching knowledge of Physical Education Professors: Paths and trajectories of life : memories, paths and establishment of teaching knowledge of Physical Education Professors.

Degree: 2012, Universidade Estadual de Campinas

Abstract: Outlining the bibliographical trajectories and life paths of six Physical Education professors throughout their career and life was the main objective of our research in order to understand the processes of teacher education and the route of setting up their knowledge. In order to do this, the research sought to achieve the bibliographic elements which make the subject teachers and then reconstruct the flow of acquisition of knowledge. The first phase of research, which was developed from an individual set of interviews with each one of our participants, occurred as memories related to different stages of life (Family Education, Elementary through High School Education, Academic Background and Professional Experiences). On the second stage, the same educators were suggested to perform reflexive and understandable analysis (autobiographical reflection) of the data collected on their life account, which had the objective to determine the analysis of whether the existence of aspects in the account were still, or had been, in any other moment, a driving force of influence up to date in their studies background and their professional practices. The participants were: a three year old, a four year, a sixteen year, a twenty year and two thirty year old experienced career professors (6 - total). Throughout the self-biographical exercise, the professors pointed out professional everyday practice as the main biographical stage responsible for the acquisition and mastering of their professional qualifications. However, as the autobiographical reflection process was being carried out, transformation of the initial understanding, that educational practice alone would be learned along the career and as it matured, changed, and that the teaching constitution process of knowledge needed for educational practice had begun before undergraduate school enrollment. Family Education and Basic School played a big part, especially PE (Physical Education) classes in both Elementary School and High School, which included sports as a homogeneous content. It was demonstrated that professional career is a formative process which provided important transformation in our educators' understanding, enabling, especially to those of a longer career, transformation in their academic and teaching knowledge. Nevertheless, it was possible to assess that previous stages of life, and vocational training triggered at undergraduate level, also offered referential elements to educator's teaching practice. For those in the study with shorter careers, undergraduate studies was understood as a formational period which offered referential models and provided a long term Elementary and High School Educational model rupture. When focusing on our more experienced professors, Educational practice and Teaching abilities, especially after ten years in the professional field, produced significant transformation in knowledge related to content, objectives, teaching approach and evaluation acquired in Basic Education and moreover reproduced in Higher Education… Advisors/Committee Members: UNIVERSIDADE ESTADUAL DE CAMPINAS (CRUESP), Daolio, Jocimar, 1958- (advisor), Universidade Estadual de Campinas. Faculdade de Educação Física (institution), Programa de Pós-Graduação em Educação Física (nameofprogram), Ferraz, Osvaldo Luiz (committee member), Ayoub, Eliana (committee member), Betti, Mauro (committee member), Neto, Sanuel de Souza (committee member).

Subjects/Keywords: Autobiografia; Educação física escolar; Educação física - Formação profissional; História de vida; Saberes docentes; Autobiography; Physical education at school; Physical education - Vocational training; Life history; Teaching knowledge; Narrative research (Research methods)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rodrigues Junior, José Carlos, 1. (2012). Trajetórias de vida = lembranças, caminhos e constituições dos saberes docentes de professores de Educação Física = Paths and trajectories of life : memories, paths and establishment of teaching knowledge of Physical Education Professors: Paths and trajectories of life : memories, paths and establishment of teaching knowledge of Physical Education Professors. (Thesis). Universidade Estadual de Campinas. Retrieved from http://repositorio.unicamp.br/jspui/handle/REPOSIP/275112

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rodrigues Junior, José Carlos, 1979-. “Trajetórias de vida = lembranças, caminhos e constituições dos saberes docentes de professores de Educação Física = Paths and trajectories of life : memories, paths and establishment of teaching knowledge of Physical Education Professors: Paths and trajectories of life : memories, paths and establishment of teaching knowledge of Physical Education Professors.” 2012. Thesis, Universidade Estadual de Campinas. Accessed October 29, 2020. http://repositorio.unicamp.br/jspui/handle/REPOSIP/275112.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rodrigues Junior, José Carlos, 1979-. “Trajetórias de vida = lembranças, caminhos e constituições dos saberes docentes de professores de Educação Física = Paths and trajectories of life : memories, paths and establishment of teaching knowledge of Physical Education Professors: Paths and trajectories of life : memories, paths and establishment of teaching knowledge of Physical Education Professors.” 2012. Web. 29 Oct 2020.

Vancouver:

Rodrigues Junior, José Carlos 1. Trajetórias de vida = lembranças, caminhos e constituições dos saberes docentes de professores de Educação Física = Paths and trajectories of life : memories, paths and establishment of teaching knowledge of Physical Education Professors: Paths and trajectories of life : memories, paths and establishment of teaching knowledge of Physical Education Professors. [Internet] [Thesis]. Universidade Estadual de Campinas; 2012. [cited 2020 Oct 29]. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/275112.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rodrigues Junior, José Carlos 1. Trajetórias de vida = lembranças, caminhos e constituições dos saberes docentes de professores de Educação Física = Paths and trajectories of life : memories, paths and establishment of teaching knowledge of Physical Education Professors: Paths and trajectories of life : memories, paths and establishment of teaching knowledge of Physical Education Professors. [Thesis]. Universidade Estadual de Campinas; 2012. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/275112

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universidade Estadual de Campinas

2. Celante, Adriano Rogerio, 1968-. Educação física escolar e os saberes na ação docente: Physical education on school and teachers' knowledge-in-action.

Degree: 2014, Universidade Estadual de Campinas

Abstract: The present study was motivated by one fundamental question: how do physical education teachers acquire scientific knowledge spread within undergraduate courses, compared and confronted with other forms of knowledge acquired along their life, in order to explain, legitimate, give sense and significance to their teaching actions in everyday school life? Once taken for granted that teaching knowledge exceeds the limits of a tacit comprehension of a teacher's role in society, the present study aimed to describe the behaviour of these teachers along their teaching and how they explain and legitimate their behaviour bearing in mind the various types of knowledge. We conducted a research into the teachers' "knowledge in action" in order to describe part of the physical education teachers' "professional culture" by methodological procedures drawn from qualitative research techniques, based on descriptive concepts within the social sciences. These concepts state that not only people exist within their nature, but also and mainly are what they are inhabited by, such as the sense and significance they find in life and in many other things. Inspired by ethnographic action tradition, this study pursuits a "dense description" which is, according to Clifford Geertz, at one time both interpretative, since it seeks to interprete the stream of social discourse, and microscopic, as it considers that there are no big-scaled anthropological interpretations. On the other hand, it is second-handed, because the researcher had no access to the whole of social discourse, but only to small portions of it brought to comprehension by the informants. In spite of divergences regarding the theoretical and analytical point of view, the ethnographic method is characterized by field interaction processes, in which the research subject ¿ the "other" and its point of view - is priorized, since it is built up within the tensions between identity and alterity, between the researcher and his research objects, as well as a product of their inter-subjects meeting. In this sense the present research features an ethnographic study consecrated to describe the "knowledge in action" of three physical education graduates during their teaching in classes of the three first grades in municipal elementary schools in Jundiaí (SP). Several criteria were applied during subject selection that reduced the initial sample of 70 teachers to five, out of which were selected only three. These three were, on one hand, clear representatives of their professional category in this particular setting and on the other hand, constituted a group, a fundamental condition for ethnography, for maintaining a long-term bond with their schools. Observation of physical education classes and permanent conversations with the teachers allowed to understand facts and questions intrinsic to teaching knowledge, specifically to "knowledge in action" which, although omnipresent in everyday teaching, mostly remain innermost. In the end, the relation between researcher and subjects allowed… Advisors/Committee Members: UNIVERSIDADE ESTADUAL DE CAMPINAS (CRUESP), Daolio, Jocimar, 1958- (advisor), Universidade Estadual de Campinas. Faculdade de Educação Física (institution), Programa de Pós-Graduação em Educação Física (nameofprogram), Pinto, Ana Lúcia Guedes (committee member), Roble, Odilon José (committee member), Ferraz, Osvaldo Luiz (committee member), Correia, Walter Roberto (committee member).

Subjects/Keywords: Saberes docentes; Professores - Formação; Educação física escolar; Knowledge of the teacher; Teachers - Training; Physical education on school

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Celante, Adriano Rogerio, 1. (2014). Educação física escolar e os saberes na ação docente: Physical education on school and teachers' knowledge-in-action. (Thesis). Universidade Estadual de Campinas. Retrieved from http://repositorio.unicamp.br/jspui/handle/REPOSIP/275077

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Celante, Adriano Rogerio, 1968-. “Educação física escolar e os saberes na ação docente: Physical education on school and teachers' knowledge-in-action.” 2014. Thesis, Universidade Estadual de Campinas. Accessed October 29, 2020. http://repositorio.unicamp.br/jspui/handle/REPOSIP/275077.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Celante, Adriano Rogerio, 1968-. “Educação física escolar e os saberes na ação docente: Physical education on school and teachers' knowledge-in-action.” 2014. Web. 29 Oct 2020.

Vancouver:

Celante, Adriano Rogerio 1. Educação física escolar e os saberes na ação docente: Physical education on school and teachers' knowledge-in-action. [Internet] [Thesis]. Universidade Estadual de Campinas; 2014. [cited 2020 Oct 29]. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/275077.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Celante, Adriano Rogerio 1. Educação física escolar e os saberes na ação docente: Physical education on school and teachers' knowledge-in-action. [Thesis]. Universidade Estadual de Campinas; 2014. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/275077

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universidade Estadual de Campinas

3. Brandl, Carmem Elisa Henn. A estimulação da inteligencia corporal cinestesica no contexto na educação fisica escolar.

Degree: 2005, Universidade Estadual de Campinas

Abstract: The present work has as its orienting line Howard Gardner Multiple Intelligences Theory. This author was one of the responsible persons for the intelligence concept enlargement. His publications contributed for the intelligence conception that goes beyond the logi.cal-mathematical and verbal-linguistic capacities. In this theory development, the author deepened into cerebral organization studies from Psychology and neuroscience discoveries, and established the intelligence multiplicity, differentiating them into eight potentials: linguistical, musical, logical-mathematical, spacial, corporeal-kinaesthetical, intra and interpersonal and naturalistic. The movement recognition as an intelligence manifestation, opens possibilities of new researches and interventions in Physical Education. It was performed an study with the aim of verifying which pedagogical interventions contribute for the intelligences stimulation. The knowledge produced in Psychology and Pedagogy referring to the teaching- learning process, especially those related to the interactionist principles, expressed at the Constructivist proposals and at the ¿Teaching for Comprehension¿ theory, indicated important points for the pedagogical practices. In this perspective the diversity and increasing contents complexity and the problem-situations teaching, characterized as profitable for the intelligences stimulation. Through a field research, with qualitative approaching, it was made an analysis, in the Public Schools, to verify whether the teaching contents and methods, developed in the 5th grades of Physical Education classes in Marechal Cândido Rondon State Schools, Paraná State, are contributing for the kinaesthetical corporeal intelligence stimulation. The systematic observation technique was used for the research development, followed by the collected informations description, reduction and interpretation. It was drawn the conclusion that the contents had a limited diversity and complexity, and that, although they had favored the problem-situations presence, the teachers intervention was deficient, so not assuring the Kinaesthetical Corporeal Intelligence stimulation Advisors/Committee Members: UNIVERSIDADE ESTADUAL DE CAMPINAS (CRUESP), Nista-Piccolo, Vilma Leni, 1953- (advisor), Universidade Estadual de Campinas. Faculdade de Educação Física (institution), Silva, João Batista Freire da (committee member), Velardi, Marilia (committee member), Ferraz, Osvaldo Luiz (committee member), Prodocimo, Elaine (committee member).

Subjects/Keywords: Inteligência; Educação física - Estudo e ensino

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Brandl, C. E. H. (2005). A estimulação da inteligencia corporal cinestesica no contexto na educação fisica escolar. (Thesis). Universidade Estadual de Campinas. Retrieved from http://repositorio.unicamp.br/jspui/handle/REPOSIP/274971

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brandl, Carmem Elisa Henn. “A estimulação da inteligencia corporal cinestesica no contexto na educação fisica escolar.” 2005. Thesis, Universidade Estadual de Campinas. Accessed October 29, 2020. http://repositorio.unicamp.br/jspui/handle/REPOSIP/274971.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brandl, Carmem Elisa Henn. “A estimulação da inteligencia corporal cinestesica no contexto na educação fisica escolar.” 2005. Web. 29 Oct 2020.

Vancouver:

Brandl CEH. A estimulação da inteligencia corporal cinestesica no contexto na educação fisica escolar. [Internet] [Thesis]. Universidade Estadual de Campinas; 2005. [cited 2020 Oct 29]. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/274971.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brandl CEH. A estimulação da inteligencia corporal cinestesica no contexto na educação fisica escolar. [Thesis]. Universidade Estadual de Campinas; 2005. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/274971

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.