Name: RODRIGO MARQUES

Publication date: 16/12/2015
Advisor:

Name	Role
OTÁVIO GUIMARÃES TAVARES DA SILVA	Co-advisor *
WAGNER DOS SANTOS	Advisor *

Examining board:

Name	Role
FELIPE RODRIGUES DA COSTA	External Examiner *
OTÁVIO GUIMARÃES TAVARES DA SILVA	Co advisor *
WAGNER DOS SANTOS	Advisor *

Summary: This study aims to understand the meanings produced about education in values for physical education teachers, social educators and young people, focusing mainly on the activities developed in a social project. It is characterized by multi-methodological quantitative/qualitative approach, outlined in three chapters that dialog with one another through the nature of the studied sources and the theoretical and methodological assumptions adopted. As the "state of knowledge" (FERREIRA, 2002), the first chapter investigates the academic productions that deal with education in human values and values in physical education, without specifying periodization, in the CAPES scientific journals gateway. The 22 mapped studies found in 20 journals were analyzed using bibliometric indicators (MUGNANI; JANNUZI; QUONIAM, 2004). The study indicates the pace of academic research production, the types of authorship (individual or collective), publishing spaces and research groups. The second chapter - of a qualitative nature - shows the meanings of education in values for those involved with teaching in a social project as well as the relationship between these subjects, focusing on the activities taught in class. This uses as instruments for data collection, document analysis, field diary notes, non-participant observation and semi-structured interviews with project teachers: a teacher of physical education and four social educators, tasked with leading the classes of Physical Education , Human Values, Capoeira, Break Dance and Chess, along with three focus groups with 28 young people between 12 and 15 years old, in which we used seven guiding questions. It gives visibility to education in values conducted through the activities, exposing the differences between what is prescribed (documents) and practiced by the subjects. The third chapter is an ethnographic case study (SARMENTO, 2003). It analyzes the meanings that young people attribute to values from the activities taught in the social project. As instruments for data collection, it uses notes in field diary, non-participant observation, focus groups with 28 young and semi-structured interviews with six young people participating in the project. By lending visibility to the meanings that young people attribute values, the research presents possibilities of understanding on how the processes of appropriation takes place and, respectively, the meaning production on the value education practices in a social project. The analysis of the studies indicate that value-based intervention varies according to the knowledge area covered. This demonstrated to make sense for teachers: their practices, the specificity of their workshops, knowledge and cultural history rooted in the body practices, the knowledge of experience, knowledge object that requires cause. The content

about values listed on the documents arise incidentally, not systematically, in individual moments to soften conflicts and give examples for young people, adding content to the activities. Young people prioritize the values of education, honesty and family, show preference for activities to be dominated, or various statutes, from the relational devices of which should be appropriated. They assign different meanings to the body practices of physical education: when the activities are planned to highlight the education in values prescribed in the documents, overlapping the practiced, it creates tensions, install up disagreements, intrigues and disinterest; on the other hand, when participation in the workshops is linked to their power of choice, to mobilize, to stimulate, playing their role with protagonism, promoting appropriations and constituting themselves with new experiences.

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