Brazilian Physical Education Research Articles

The Influence of the European Gymnastic Movement on Brazilian Physical Education: A Historical Analysis

This research aims to analyze the influence of the European gymnastic movement on the history of physical education in Brazil. Through a qualitative and bibliographic approach, it seeks to understand how the different European gymnastic methods (Swedish, German, and French) were introduced and adapted to the Brazilian reality, and what their impacts were on the institutionalization of physical education in the country. The analysis shows that European gymnastics played a fundamental role in the training of teachers, the creation of schools and sports associations, and the organization of events and competitions, contributing to building a sports culture and valuing the body and health in Brazilian society. However, the research also points out the challenges and tensions present in this process, such as the need to adapt gymnastic methods to the Brazilian reality and criticism regarding the rigidity and disciplinary nature of some European models.

Impact of the COVID-19 Pandemic on the Scientific Production of Physical Education Researchers: A Five-Year Follow-Up Study.

The COVID-19 pandemic caused significant changes in society's dynamics, particularly affecting the landscape of education. Research in several areas may have been affected during periods of social restrictions. This study analyzed the curricula of 558 researchers across 27 graduate programs in physical education in Brazil to investigate the potential impact of the COVID-19 pandemic on scientific publications. Researchers' production from 2018 to 2022 underwent a comprehensive analysis, considering the total number of publications, Qualis rank, and journal impact factor. Data were analyzed using chi-squared and Kruskal-Wallis tests. Significance was set at 5%. Overall, the analyzed researchers published a total of 17,932 manuscripts from 2018 to 2022. During the COVID-19 pandemic, there was a decline of 16.4% in the number of articles published (p = 0.001). This decline was similar between men and women (p = 0.603) and was associated with a worsening in Qualis rank (p = 0.001). The number of studies published in journals with impact factors was also affected (p = 0.001). The findings suggest a potential impact of the COVID-19 pandemic on the scientific production of Brazilian researchers in the field of physical education. Funding agencies should consider the challenges associated with the COVID-19 pandemic before evaluating researchers and programs.

Epistemological (re)considerations on physical education in Brazil from the kinesiology of the United States: A horizon beyond the epithets

This study discusses theoretical reverberations that stand out in the field of Physical Education (PE) in Brazil in the face of epistemological discussions demarcated within the scope of PE in the USA from the 1960s onwards, and due to the contributions of the Disciplinary Movement and the context by which Kinesiology then established its position as a scope in the field of American PE. An exploratory literature review was carried out with the following guiding question: what is the impact of the epistemological developments of North American PE on the configuration of the general theory of PE in Brazil? From this perspective, we verified the authors in the Brazilian field who took a position on the resonances and limits arising from the conjectures of the scientific field of PE in the USA. Through this investigation, some processes of inhibition were highlighted by which the proposal of Kinesiology could not increase reflections in Brazil, with few exceptions.

Exploring critical incidents technique on social justice themes with Brazilian physical education teacher-researchers

This research is qualitatively oriented and aims to analyze themes of social justice—according to the methodology proposed by the international project EduHealth—based on critical incidents in physical education classes. The incidents have been identified by six physical education teacher-researchers who produced vignettes from the situations. Three of them are Master’s students from the Postgraduate Program in Physical Education at the Federal University of Rio Grande do Norte (PPGEF-UFRN) and three are from the Professional Postgraduate Program in Physical Education in National Network at the Federal University of Ceará (ProEF-UFC). Both universities are located in the Northeastern region of Brazil. Findings point to themes related to gender inequality, trans invisibility and/or homophobia, socioeconomic inequalities, reflective-critical issues about democracy and social inclusion, the struggle for social rights, bullying, religions and empathy, intellectual and physical disabilities, diversity, identity, and low self-esteem. A critical education based on social justice is essential in facing the analyzed situations. In conclusion, the notion of social justice can help to promote the knowledge that teacher-researchers mobilize to teach physical education’s thematic subjects in a contextualized and engaged way. This perspective helps to understand the privileges and unjust power relations present in Brazilian society, pointing out subsidies for reflection and deepening of the teaching and learning processes.

Career development and Teaching Concerns: an analysis with Brazilian Physical Education teachers

Career development and Teaching Concerns: an analysis with Brazilian Physical Education teachers

CULTURA CORPORAL E EDUCAÇÃO FÍSICA A PARTIR DA FILOSOFIA MARXISTA

In the generation of knowledge, especially in the field of Physical Education, there is a historical conflict in Brazil between two theoretical-pedagogical and epistemological views. In this study, the focus is given to body culture, contrasting with the vision of physiotherapy in the area of School Physical Education in Brazil. The objective is to highlight the importance of knowledge of body culture as a result of work, in its intangible and essential dimension for human existence, as a determining factor in the cultural expression of the body, going beyond the emphasis on physiotherapy. In this sense, the theoretical-methodological basis was based on the principles of Marxist philosophy, in the context of Historical Materialism and the Dialectical method. Finally, we emphasize the sign of body culture as a component of culture and human production, which shapes the expression of the body of individuals, through the organization of body activities, expansion of the cultural heritage of humanity and overcoming the forms of body expression inspired by the idea of physics.

Physical Education Teachers’ Experiences of Nurturing a Community of Practice Online

Purpose: Drawing on the concept of community of practice, the purpose of this study was to explore Brazilian physical education teachers’ experiences of nurturing a community of practice online during the COVID-19 pandemic. Method: This was an action research project, and the participants were 13 high school physical education teachers (one of them acted as teacher-facilitator), one critical friend, and one meta-critical friend. Data sources included teachers’ online meetings, critical friend conversations, interviews, and the facilitator’s reflexive journal. Results: Inductive analysis resulted in four themes: finding emotional and pedagogical support, building a teachers-only space, creating an online group dynamic, and negotiating to research their own practice. The findings are discussed in relation to the characteristics of community of practices and online continuing professional development. Conclusion: Key aspects for future online collaborative continuing professional development are highlighted: (a) teachers-only; (b) by teachers, for teachers; and (c) combination of tools.

Contributions of phenomenology to Brazilian school Physical Education: pathways to the communication field and the curricular area of languages

This paper aims to present and discuss the contributions of phenomenology to Brazilian school Physical Education. It is a theoretical-narrative essay based on work and concepts from Maurice Merleau-Ponty and Elenor Kunz to think of their reverberations in literature and educational policies. We searched in the Brazilian literature for authors who explicitly assume a phenomenological posture in dealing with school Physical Education. The paper points to the German-descent Sich Bewegen theory as the origin of the critical-emancipatory approach. In a second moment, it addresses the contributions of phenomenology to education and, more specifically, to Physical Education as a curriculum component of Brazilian primary education. We notice that the main contribution of phenomenology to Brazilian Physical Education lies in understanding human movement as a dialogue between man and the world. Such an understanding enabled a review of the field’s identity and a re-orientation of school Physical Education in Brazil within curriculum policies, specifically in dialogue with the fields of languages and communication.

Physical activity according to gender in Brazilian Physical Education textbooks

One of the purposes of Physical Education is promoting physical activity through equal opportunities for boys and girls, accepting diversity. Aware of the power of the image for the reproduction of gender stereotypes, this research aimed to analyse its existence in Brazilian textbooks. The study was empirical, descriptive and comparative among analysed books that used content analysis and inferential statistics. The sample comprised 1327 images. These images concerned 10 Physical Education textbooks published by four Brazilian publishers who edited them as teacher’s guides for primary education between 2017 and 2018. A content analysis was carried out through the adaptation of the SAIMEF tool. The classification and categorization of the images were performed by five expert judges, using, as a criterion, the coefficient of agreement between them. The results indicated greater importance of images linked to the male gender, with a predominance of sports and fights as main activities, while the female gender is characterized by individual practices, such as gymnastics. The study concluded that Physical Education guides in Brazil convey a sports educational model, which can influence the choice of body practices and consolidate students’ imagination based on hegemonic standards present in society. Therefore, teachers need to make a critical analysis of these images to avoid promoting this hegemonic male sports model among primary and secondary school students in their physical education classes. Keywords: textbook; gender, physical education, content analyses, Brazil.

Utility of the Teacher Behavior Checklist beyond Psychology Majors: Replication with Brazilian Physical Education Students

The Teacher Behavior Checklist (TBC) is a worldwide valued instrument to measure teachers’ performance. Nonetheless, the studies about TBC in Brazil are still scarce, with samples mainly composed of psychology and civil engineering students. The aim of this study was to replicate the research by Keeley et al. (2010) to evaluate the psychometric properties of the Brazilian version of the TBC with a new sample. Participants were 107 undergraduates from physical education courses from a Brazilian public university. Participants used the TBC to evaluate three types of teachers: the worst they had ever had, a regular one, and the best one. The order of evaluation of teacher types did not interfere with the response patterns, but as expected, statistically significant differences were found among the three types of teachers. Additionally, the two-factor model of the TBC was confirmed through Confirmatory Factor Analysis, providing additional evidence of construct validity. However evidence to advocate in favor of a one-factor solution was also found. McDonald’s Omega results provided evidence of reliability. These findings support the use of TBC in the formative evaluation of teachersin Brazil.

Adventures of the dialectic in Brazilian Physical Education

RESUMO Este artigo oferece uma reflexão sobre a leitura que uma determinada crítica marxista produz dos giros linguísticos ou do pós-modernismo na Educação Física. Após descrevê-la, com base em uma revisão de literatura realizada em artigos de seus principais representantes, opera uma interpretação crítica dos pressupostos que a sustentam, oportunidade para apresentar nossa própria posição sobre eles.

Epistemological development overview of Brazilian Physical Education

RESUMO Este artigo apresenta um balanço do desenvolvimento epistemológico da Educação Física brasileira. A análise histórica revela a constituição de um campo plural, caracterizado por propostas, abordagens, vertentes e metodologias diversas. No entanto, o debate epistemológico tem sido permeado por dualidades, o que dificulta a busca por uma abordagem integrada e relacional. Essa situação demanda formas de abordar a Educação Física de maneira integrativa, considerando a complexidade da área e buscando superar as premissas dualistas.

From isolation to collaboration

The purpose of this study was to explore the development of a group of Brazilian Physical Education (PE) teachers, who struggled with remote teaching, into a community of practice (CoP) during the COVID-19 pandemic. The study focused on factors that supported the CoP cultivation process in an online format. Employing action research methodology, the study involved 15 PE teachers, with one of them acting as a teacher-facilitator, and one critical friend. Data were generated through CoP’s meetings, interviews, critical friend conversations, and reflexive journaling. Thematic analysis resulted in four overarching themes: a) the pandemic as a catalyst for collaboration; b) teachers’ self-organization to enact the community; c) development of collaborative research; and d) dialogue towards a new cycle of collaboration. Noteworthy was that teachers’ self-organization was critical for guiding the CoP throughout stages of development. Further aspects that contributed to CoP’s development in a pandemic scenario are discussed.

Education for ethnic-racial relations in Brazilian physical education: reflections on schooling and silencing

ABSTRACT This study's objective is to present some reflections on Education for Ethnic-Racial Relations (ERER, acronym in Portuguese) and its link with Physical Education in Brazil, considering that Brazilian Physical Education has been greatly influenced by curriculum from both Europe and the United States during most of the twentieth century. To this end, we have used bibliographic research as a tool. Physical Education, as a curricular component of Brazilian basic education, was linked to the interests of medical and military institutions that defined its space and area of knowledge for a prolonged period. In this context, its actions envisioned forming and maintaining disciplined, strong and healthy bodies, created on precepts like, for example, eugenics. In this type of intervention, Afro-Brazilian and Indigenous manifestations became invisible and were marginalized and oppressed in favor of reproducing Eurocentric models of corporal expression. In light of this, we argue in support of a Physical Education curriculum based on knowledge originating in the different cultural matrixes of the peoples making up Brazil's populace, above all those who historically have been silenced and who have played a role in shaping our identity.

Adaptation and Validation of the Constructivist Teaching Practices Inventory in Elementary Physical Education (CTPI-EPE) for Brazilian Physical Education Pre-Service Teachers.

Constructivism is used as a powerful theoretical outlook to support teaching, learning, and curriculum in physical education and sport. The Constructivist Teaching Practices Inventory in Elementary Physical Education (CTPI-EPE) is a valid instrument for assessing in-service teachers. However, there is a need to translate constructivist teaching practices for PE into other languages. This study examined the validity of the Portuguese version of the adapted CTPI-EPE for Brazilian physical education preservice teachers (PST). The sample comprised of 869 physical education PSTs from Brazil. Data were collected through an online form. Aiken’s V was used to examine content validity, and Bayesian methods used for exploratory and confirmatory factor analysis. The results showed adequate content and internal structure of the translated and adapted questionnaire. This study highlighted the validity of the Portuguese version of the CTPI-EPE, which could be considered an important instrument for self-reflection by PSTs, and provide information for improved training in higher education toward constructivist teaching.

The gap and the bridge: Brazilian Physical Education pre‐service training for inclusion

Currently, the inclusion of disabled students in school still faces significant obstacles to its implementation. In Physical Education (PE) classes, these obstacles are mainly associated with failures in the pre‐service training offered in undergraduate courses. This study aimed to investigate pre‐service training on the inclusion of disabled students from the perspective of PE teachers. Four teachers, aged 27 to 32, participated in the study. The PE teachers took part in interviews, guided by open questions, which were later transcribed and analyzed using the technique of content analysis. The results section discusses the role of pre‐service training concerning the inclusion of disabled students in PE classes, and identifies the gaps in this training. The PE teachers indicated the need for a change in perspective with regard to inclusion in PE classes.

Physical Cultural Studies and possibilities for dialogue with the sociocultural and pedagogical subareas of Brazilian physical education in a local reality

ABSTRACT This essay explores Physical Cultural Studies (PCS) and shows how this field of studies raises challenges and possibilities for dialogue with the sociocultural and pedagogical subfields of the Brazilian physical education in a local reality. To this end, the text presents PCS based on theoretical productions by researchers who recognize themselves in this field of study, focuses on one of the basic concepts of PCS – physical culture – and how this concept is developed in Brazilian physical education, and bring autoethnographic narratives from experiences with PCS in a local reality. With this, I aim to inform how PCS is designed as a field of study that has impacted the way we produce knowledge and how it is fruitful to develop research in intersection with the sociocultural and pedagogical subfields of Brazilian physical education.

Dialogue between pedagogical approaches of brazilian physical education and dance content in school context / Diálogo entre abordagens pedagógicas da educação física brasileira e conteúdos de dança no contexto escolar

The present PIBIC High School research, CNPq quota (2019/2020), aimed to analyze the influences of many pedagogical conceptions of Physical Education in Brazil, based on the investigation of theoretical assumptions, main themes, methodological and ideological contexts, identifying what sense and meaning dance content presents in school context. In this regard, we investigated the influences of PE’s multiple pedagogical conceptions in Brazil, based on the investigation of theoretical assumptions, main themes, methodological and ideological contexts, identifying what sense and meaning dance content presents in school context in each pedagogical approach. The necessity to research this theme comes from the constant concerns regarding the development of dance as an integral part of the contents that compose PE, because it is characterized as a knowledge, a cultural manifestation of unquestionable importance in school institution. According to the objectives’ specifications, this study consists in qualitative research, which methodological proposal for its accomplishment will be developed through the combination of a bibliographic research and a review of primary literatures. As result, we identified ten pedagogical approaches in Brazilian school PE divided into two large groups focusing on teaching methodology issue: non propositive and propositive conceptions (non-systematized and systematized). We concluded that the similarity between all PE’s approaches is the search of a scientific basis to understand its object of study and, analyzing how the main approaches of Brazilian school PE understand dance’s teaching (once between its contents), we identified that there is no agreement in the propositions regarding this content’s appliance.

REVISITANDO A NOÇÃO DE CAMPO DE PIERRE BOURDIEU PARA COMPREENDER A PRODUÇÃO DE CONHECIMENTOS DA EDUCAÇÃO FÍSICA BRASILEIRA

ABSTRACT: This article aimed to (re) visit Pierre Bourdieu's notion of the field to understand Brazilian Physical Education as a field of non-neutral knowledge production, full of interests in power disputes. The construction of writing took place from two methodological aspects. The first was a bibliographic review of works by Bourdieu and authors of Brazilian Physical Education who studied the author. The second is based on the sociological analysis carried out on the doctoral thesis produced by one of the authors. We consider that the exercise carried out in this article allows us to think about analytical alternatives in the theoretical and methodological construction of new studies. We point out that the field is recent, under construction and permeated by academic / professional tensions that interfere with its identity. The entire route presented explains the interests of agents and institutions that play symbolically in the fabric of their conveniences. We believe it is essential to unveil the multiple elements that intend this field, mainly concerning its institutionalization, increase, and policy.

Field, habitus and illusio - Pierre Bourdieu’s conceptual triad in the exercise of investigating the constitution of an academic subfield (media and technologies) in brazilian Physical Education

RESUMO O artigo apresenta uma pesquisa caracterizada como uma sociologia histórica do subcampo das mídias e tecnologias (M&T) no interior do campo da Educação Física (EF) brasileira, com os conceitos bourdieusianos de campo, habitus e illusio, procurando inventariar e analisar a constituição e consolidação desse movimento na EF. Metodologicamente, configurou-se como uma pesquisa qualitativa, do tipo estudo de caso, procurando compreender esse campo e suas condições de possibilidades. Apresentamos e analisamos as entrevistas com nove agentes do referido espaço social, que ocuparam/ocupam estruturas de poder no interior do subcampo, coordenando o Grupo de Trabalho Temático Comunicação e Mídia do Colégio Brasileiro de Ciências do Esporte. Foi possível organizar cinco eixos interpretativos, fortemente relacionados aos três conceitos que sustentaram epistemologicamente a pesquisa: (1) O subcampo das M&T no campo da EF brasileira: origem, conflitos, contemporaneidade; (2) A legitimidade social e acadêmica da EF; (3) Formação cultural e aspectos interdisciplinares: o habitus e as implicações na universidade e na escola; (4) Sociodinâmica cultural e implicações na universidade e na escola; (5) Afeto como interesse desinteressado: decodificação de mecanismos da illusio. Concluímos que todo esforço de capitalização desse “jogo científico” realizado pelos agentes (enquanto rede de sociabilidades) vai dando destaque ao subcampo, como estratégia e esforço coletivo de seguir de maneira intensa o objetivo de aumentar a legitimidade acadêmica, científica e social da EF brasileira, agora com as contribuições das ciências sociais e humanas.