ESEV - DCDM - Capítulo em obra internacional, como autor
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- The Object of Study in Martial Arts and Combat Sports Research – Contributions to a Complex WholePublication . Figueiredo, AbelSport is social and, in martial arts and combat sports, sociology and philosophy, at pair with other sciences, contribute to the theoretical core of sport science studies. Wushu, Wrestling, Taekwondo, Sumo, Sambo, Muaythai, Kickboxing, Kendō, Karate, Judō, Ju-jitsu, Fencing, Boxing and Aikidō are sports integrated in GAISF. A large part of them became institutionalized in Asian countries during end of XIX century and earlier XX century, leaded by Japan with Budō and Sumo. Other ones came from Europe and become part of program in earlier Olympic Games, like Fencing or Boxing. All of them maintain certain noted relationships with fighting techniques used in real fight. But ritualizing the dead with institutionalized rules, the objective of the symbolic fight becomes not killing opponent, rather than personal transcendence motivated by practice of fighting actions with common construction or norms, values and symbols on accepted rules, looking for the visibility of a win and a loose, symbolizing the life and dead. Commonly we found general references to these symbolic and ritualized contexts of human culture as “Martial”, “Fighting”, “Combat”, etc., mixed with “Arts”, “Sports”, “Activities”… Some times we found also on such denominations precisions as “Traditional”, “Classical”, “Modern” or even “Sportive”… Similar multi-references are usual with “Sport”, “Physical”, etc., mixed with “Education”, “Culture”, “Activities”, “Science”… And names as “Kinesiology”, “Kineantropology”, “Kinetics”, “Movement”, “Motricity”, etc., become references for models in institutions, courses, conferences, etc. This paper contributes to reflecting and understanding the “general system” [Bachelard 1938, p. 11], and the “complex whole” [Ziman 2000, p. x]. We will present the construction of this broad model for object of study in Martial Arts and Combat Sports as a subsystem of another one: Sport as complex context of Human Motricity.
- The Combat Sports in Physical Education Classes – A Basic PerspectivePublication . Figueiredo, AbelCombat Sports (CS) are not as traditional to Physical Education (PE) classes as collective and individual sports. They divide many teachers. Some of us accept them, other ones defend them, and some others of us repeal them from PE classes. In this paper we assume that Sport and PE are not neutral. They are context processes that depend from various circumstances for stimulation of Human Motricy (HM), even if there are many people that perception them as “good” by self existence. We will present an approach, for reflexive purposes, about exercises or tasks linked with CS in a not so institutionalized perspective as traditional sports.
- Individual inclusion, mentoring and single needsPublication . Pereira, Antonino; Figueiredo, Abel; Mendes, Francisco
- Governance in sports organizations: a gender approachPublication . Pereira, Antonino; Mendes, Francisco; Figueiredo, AbelOrganizations, whether national or international, whatever their object and objective, are organized according to legal precepts that generally reflect the community's value frameworks. The empowerment of women in a society, that tends to be patriarchal has been a slow process, despite moving towards the equality advocated by the Universal Declaration of Human Rights. The world of sports is neither an exception nor an isolated island; it has been and is organized according to the practices of the moment in history in which it takes place. The sporting phenomenon certainly finds its maximum exponent in the Olympic Games, where many of the idiosyncrasies of the modern world are materialized.
- Implementation of educational adaptations.Publication . Pereira, Antonino; Figueiredo, Abel; Mendes, Francisco; Leiva-Arcas, Alejandro; Maciá-Andreu, M. J.; Raquel Vaquero-Cristóbal; Delgado Nadal, Maria; Meroño, LourdesMany research studies have highlighted the need to promote inclusive policies and practices for the benefit of all students. However, despite the existence of legislation on equal educational opportunities, many higher education institutions are still not prepared to respond to the needs of students with disabilities, to promote their inclusion and personal development. Among the barriers that these people must face, we find physical barriers, negative attitudes from some teachers, and the use of teaching methodologies that do not favour inclusion. Faced with such constraints, we argue that higher education institutions should implement policies and practices that provide a differentiated pedagogy that allows for the use of strategies and methodologies that result in an effectively inclusive education. The three fundamental axes of the intervention, for the promotion of equality and success in higher education, will have to be found at the institutional level, in educators (especially in their training), and in the teaching-learning process.
- Innovation and Creativity in Extension Projects: The Role of Art in UTFPR Engineering CoursesPublication . Auzani, Adriana Santos; Leonido, Levi; Pereira, Antonino; Morgado, Elsa GabrielTraining the potentially creative engineer is a demand on the job market and a challenge for higher education institutions. From a case study and respective qualitative approach, we investigate the role of art in the creative process, in engineering courses at the Federal Technological University of Paraná (UTFPR), as a factor of technological innovation. Ten students have participated in the study (n = 5 Computer Engineering and n = 5 Mechanical Engineering); 10 teachers (n = 5 Computing and n = 5 Mechanics); Dean of UTFPR (n = 1) and entrepreneurs/employers (n = 4). In the analysis and discussion of results, based on semi-structured interviews, we have chosen Content Analysis and Moscovici's Theory of Social Representations (1978). Among the main conclusions, we highlight the valorization of creative abilities, of interpersonal/communicative relationship, fundamental competences in the formation of the engineer and that the role of art in engineering is to enhance creativity and constitute it as a factor of technological innovation. We add to the technological approach the premises and conceptual matrix related to lifelong education and social responsibility in the framework of contemporary education and the resulting sustainable development.