https://tede.unioeste.br/handle/tede/6315 Tue, 28 Jul 2026 20:57:38 GMT 2026-07-28T20:57:38Z https://tede.unioeste.br/handle/tede/8536 Title: Leitura de corpo inteiro: Literatura e Educação Física como experiências de movimento e autonomia na Educação Infantil Autor: Croco, Daniela Yoshida Silva Primeiro orientador: Mendes, Evandra Hein Abstract: This study aimed to analyze the contributions of articulating literature and contemporary cross-curricular themes with physical education practices in early childhood education. An action research was conducted with 20 children aged 4 to 5 years old in a public school in Umuarama-PR, Brazil. Ten classes were implemented based on the books "The Skin I'm In", "The Bossy Little King", "Little Yellow Riding Hood", and "Kunumi Guarani", addressing the themes of racism and cultural diversity, articulated with physical practices such as capoeira, dances and songs of African and Indigenous matrix, cooperative games, and play activities. Data were collected through field diaries, drawings, and conversation circles. The results showed that students had little prior knowledge and limited experiences with children's literature. The use of literature articulated with physical practices significantly impacted student engagement in the classes. The fantasy and imagination present in the stories stimulated participation and creativity, promoting learning in motor, symbolic, affective, and social dimensions. Furthermore, the articulation enabled reflection on contemporary cross-curricular themes contextualized within the narratives and physical practices. The experience resulted in a didactic sequence as an educational resource to support physical education classes in early childhood education. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Thu, 28 May 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8536 2026-05-28T00:00:00Z https://tede.unioeste.br/handle/tede/8323 Title: Associação entre o desenvolvimento motor e o desempenho escolar em crianças do ensino público no Município de Santa Helena-PR Primeiro orientador: Mazzardo Júnior, Oldemar Abstract: Recognizing movement as a constitutive dimension of human development and children's learning, this dissertation aimed to understand the relationships between fundamental motor skills, executive functions, and academic performance in children from the early years of Elementary Education. This applied research with a mixed-methods approach, developed in a public municipal school in Santa Helena, Paraná, Brazil, had the participation of 64 students from the 3rd to 5th grades, of both sexes, as well as classroom teachers. In the quantitative analysis, the FG- COMPASS was employed to evaluate fundamental motor skills; the School Achievement Test (TDE II) was used to assess reading, writing, and arithmetic; the Five Digit Test (FDT) was administered to analyze executive functions such as attention, inhibitory control, and cognitive flexibility; while socioeconomic status was assessed using a questionnaire based on the ABEP criteria. The qualitative stage consisted of semi-structured interviews with teachers, analyzed using Bardin’s content analysis technique. The results indicated the absence of statistically significant direct associations between motor skills and academic performance, while also revealing consistent relationships between components of executive functions and aspects of learning, suggesting their mediating role in this process, as well as the influence of intervening factors such as motivation, engagement, and family context. Teachers’ perceptions highlighted the potential of pedagogical strategies that integrate movement, attentional regulation, and intentional practices in the school routine. In conclusion, the relationships between motor development, executive functions, and academic performance are complex and multifactorial, reinforcing the importance of integrative educational approaches, especially within the context of Physical Education. As an educational product, a comic book was developed with the aim of translating scientific knowledge into accessible language for the educational context. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Thu, 12 Mar 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8323 2026-03-12T00:00:00Z https://tede.unioeste.br/handle/tede/8188 Title: Efeitos de atividades psicomotoras sobre o desenvolvimento motor de alunos com Transtorno do Espectro Autista Autor: Lima, Douglas Correa de Primeiro orientador: Borella, Douglas Roberto Abstract: The present study aimed to analyze the effects of psychomotor activities on motor development applied to students with Autism Spectrum Disorder (ASD). The sample consisted of ten students diagnosed with ASD, aged between 7 and 11 years, with support levels 1 and/or 2, regularly enrolled in the 1st to 5th grades of elementary school at the Antônio Gonçalves Dias Municipal School, located in the municipality of Foz do Iguaçu, Paraná. The research was characterized as quasi-experimental with a mixed- -methods approach. The method did not include a control group. Before the development of the psychomotor activities, the students were evaluated using the Motor Development Scale (Rosa Neto, 2020). Based on these results, individualized psychomotor activities were developed and subsequently worked on with each participant, taking into account their needs and potential. Each student participated in 16 sessions of 30 minutes each. At the end, the students were reassessed using the same scale, allowing for verification of progress in motor development and evaluation of the effectiveness of the proposed interventions. The results showed that all students with ASD achieved progress in 100% of the elements studied. The median scores for fine motor skills and gross motor skills remained the same in the pre-tests and post- tests, marking 108 months. The positive impact was especially observed in the areas of balance, body scheme, and temporal and spatial organization. Finally, through the proposed activities where lesson plans were developed, an ebook was created with the aim of assisting physical education teachers who wish to work on motor development in students with ASD. These lesson plans were part of the psychomotor activity sessions that each student with ASD participated in, emphasizing that the activities were individualized and aimed to develop motor skills in which the students showed deficits. The Motor Development Scale (Rosa Neto, 2020) was effective in supporting the construction of psychomotor activities, as it perfectly identified the motor elements in which the students needed to improve. Individualized and systematized psychomotor activities contributed to the achievement of the objectives, as all students managed to improve in most of the motor skills indicators. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Thu, 18 Sep 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8188 2025-09-18T00:00:00Z https://tede.unioeste.br/handle/tede/8044 Title: Os princípios metodológicos da educação física escolar no ensino do esporte da escola: o caso do minivoleibol Autor: Ferreira, Alexandre José Primeiro orientador: Both, Jorge Abstract: This study investigated the teaching of school sports in the final years of elementary school, with an emphasis on applying the methodological principles of school Physical Education. It is a qualitative, action-research study. The central research question guiding the investigation was: How can a pedagogical progression for teaching from minivolleyball to volleyball in the final years of elementary school be built and implemented based on the methodological principles of school Physical Education? The general objective was to build and implement such a pedagogical progression. The research was conducted at Colégio Estadual Mendes Gonçalves, located in the municipality of Guaíra-PR, with the participation of 29 sixth-grade students. A pedagogical progression from minivolleyball to volleyball was developed and implemented, grounded in the methodological principles of school Physical Education. Data collection was carried out through focus group interviews and field diary records within the context of action research. Data analysis followed the Reflective Thematic Analysis proposed by Braun and Clarke (2006), which unfolds in six phases: (1) familiarization with the data; (2) generation of initial codes; (3) search for themes; (4) theme review; (5) theme definition and naming; and (6) production of the analytical report. The analysis started from eleven pre-established themes, corresponding to the methodological principles of school Physical Education as described by Batista and Moura (2019): interaction, contextualization, content dimensions, valuing students’ experiences, diversity of experiences, problematization, autonomy and creativity, playfulness, understanding and skill transfer, structural modification of content, and use of technological resources. The results showed that these principles contributed to the design and pedagogical conduct of the classes and enriched the teaching-learning process. A pleasant and humanized educational environment was created, emphasizing tactical learning over technical execution and promoting social skills essential for students’ holistic development. At the end of the analysis, two new themes emerged: “circle time” and “life skills.” The latter stood out as particularly relevant, playing a central role in building a learning environment in which students assumed a leading role in constructing knowledge throughout the implementation of the pedagogical progression. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Fri, 23 May 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8044 2025-05-23T00:00:00Z