Name: DONALDSON RODRIGUES THOMPSON
Publication date: 30/06/2015
Advisor:
Name |
Role |
|---|---|
| OTÁVIO GUIMARÃES TAVARES DA SILVA | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| OTÁVIO GUIMARÃES TAVARES DA SILVA | Advisor * |
| WAGNER DOS SANTOS | Internal Examiner * |
Summary: New social structures indicate a widening of the range of moral values and the marginalization of others, in a context characterized social crisis of moral values. In this scenario, the Olympic Education is presented as a possibility for education therefore recommends joining the sport to universal moral values, aiming to use them as means for education. The speech and the use of sport and physical practices in teaching social values in schools, and physical education, in general, are common, however, review shows that existing initiatives are unsystematic, and education in values often it happens inherently. Moreover, attitudinal dimension observed by teachers in the classroom are appropriations that happen incidentally and hortatory way. This study was developed from the perspective of education in values through sport and the body practices, based on philosophical and pedagogical assumptions of Olympic Education. We believe that this tool has an appropriate educational potential education of young people and children in the attitudinal dimension in Physical Education. We propose to investigate the efficacy, the occurrence and effects of a set of educational activities in values in pro-social behavior of primary school students in a public school located in Alterosas district, municipality of Serra, Espírito Santo, between the months August to October 2014. Our research is the quantitative and qualitative longitudinal model in "quasi-experimental pre-test / post-test" nonrandomized (Kerlinger, 1986). For the assessment of the effects of the activities was applied in pre-test and post-test questionnaire "Prosocial Behaviour Questionnaire" - PBQ (WEIR; Duveen, 1981). Our hypothesis is that an intentionally geared to the values environment, plus a set of specific activities, the attitudinal dimension and this level of education generates a change / behavioral improvement. The data show that there was no significant difference in score between groups, but the two groups had scores higher than the initial in intragroup posttest. Establish a causal relationship to the specific activities to the scale of values and the change of observable behaviors and attitudes in groups through controlled intervening variables qualitatively.
