Permanent Faculty Member

Lattes: http://lattes.cnpq.br/3330684865751520

He holds a Bachelor’s degree in Physical Education from the Universidade Federal Rural do Rio de Janeiro (1983), a Master’s degree in Human Motricity Sciences from Universidade Castelo Branco – RJ (1996), and a PhD in Education Sciences – Human Motricity from the Faculty of Human Motricity – Universidade Técnica de Lisboa (2004). He is currently an Associate Professor IV at the Universidade Federal Rural do Rio de Janeiro. He has experience in the fields of Education and School Physical Education, with an emphasis on Professional Training, supervised curricular internships, analysis of the teaching-learning process, and Motivation in School Physical Education. He is the leader of the Research Group on Physical Education Pedagogy and Sport and currently coordinates the National Network Graduate Program in Physical Education as well as the Lato Sensu Postgraduate Course in Supervision of Curricular Internships in Physical Education, both developed at UFRRJ. He is also a member of the Internship Committee of the Physical Education Course at UFRRJ and Coordinator of the PIBID Physical Education UFRRJ/CAPES.

CONTACT INFORMATION

E-mail: henrique@ufrrj.br

RESEARCH LINE

• Line 1: Contemporary Studies and Educational Practices – GPPEFE

RESEARCH GROUP

• Research Group on Physical Education Pedagogy and Sport
  Coordination: José Henrique dos Santos

The Research Group on Physical Education Pedagogy and Sport – GPPEFE focuses on professional training and teaching and learning in School Physical Education. The investigations are structured in a pluriparadigmatic perspective, combining qualitative and quantitative methodological approaches, under sociological, psychological, behavioral, and ecological perspectives in the analysis of professional development and the educational phenomenon. Professional development and training involve cognitions, personal beliefs, and teacher behaviors in the educational environment, considering the interaction of psychological and social aspects in the formation of teacher identity. The investigation of the educational phenomenon encompasses the study of teaching-learning, focusing, on one hand, on the didactic-pedagogical aspects of teaching aiming to identify the determinants of pedagogical effectiveness based on student performance, and, on the other hand, on motivational aspects, cognitions, and pedagogical and social interactions that lead to learning.

Research Group’s Facebook: https://www.facebook.com/groups/402219256487898

RESEARCH PROJECTS

• Internships and Teaching Practices in the Context of Professional Training
  Period: (2019 – Present)

This project investigates the influence of curricular components of a practical nature in initial training that connect graduates with their professional field. Aiming this scope, the research, of a constructive-collaborative nature, seeks to analyze the process of professional training and learning from psychological, behavioral, sociological, and cultural perspectives. It includes the analysis of how strategies adopted in this curricular dimension of professional training foster the development of scientific and pedagogical inquiry, the reflective articulation between theoretical and practical knowledge necessary for teaching, and the organizational and occupational socialization of graduates and future teachers. The research contexts include the institutions involved and their interactions (University and Basic Education School); academic training; students’ experiences in internships and curricular practices; and the interaction between the agents involved in the formation process through mentoring/tutoring of future teachers (academic advisors, school collaborators/supervisors, students, and teacher trainees).

Funding: CNPq; PPGEDUC.
Institutional Support: Proext/UFRRJ, Secretaria Municipal de Educação de Seropédica – RJ

• For a Pedagogy of Supervised Internships: From the proposal for training Physical Education teachers to the welcoming and monitoring of teaching practice in schools (Network Project under the national management of NEPEF/UNESP – Rio Claro – SP).
  Period: (2019 – Present)

MCTIC/CNPq Call No. 28/2018 – Universal/Range C – From R$ 0.00 to R$ 120,000.00 Note: process under analysis at CNPq for implementation. This study focuses on the perspective of a Pedagogy of Supervised Internships in the training of Physical Education teachers. It takes as its starting point the transformations underlying the teacher professionalization movement, considering professional practice as both a locus of production and a place of knowledge formation. This understanding led to the involvement of researchers on a national level, including Universidade Estadual Paulista Júlio de Mesquita Filho – Rio Claro campus, Universidade Federal de São Carlos, Universidade Federal de Goiás, Universidade Federal Rural do Rio de Janeiro, Universidade do Estado do Rio de Janeiro, Universidade Estadual de Londrina, Universidade Estadual de Santa Catarina, and internationally, Université de Montréal (CRIFPE), University of Louisville – USA, University of Porto (U. Porto), University of Lisbon (ULisboa), and Instituto Universitário da Maia (ISMAI) – Portugal; Universidad de Caldas (CO). This dialogue is currently continuing in the form of collective research, aiming to understand the proposals for training and practices of welcoming and monitoring internships from the perspective of a pedagogy of supervised internships. Specifically, the research seeks to: (a) identify and analyze internship proposals, the specificity of teaching in the teacher to be trained, and the development of the supervised internship; (b) identify and analyze how the internship is welcomed and monitored in schools; (c) examine the university-school partnership in the studied universities; and (d) assess the agents, knowledge, and forms of mentoring, supervision, and pedagogical collaboration contributing to the formation of a pedagogy of supervised internships. The research will employ a qualitative methodology with a social constructivist approach, using techniques such as documentary sources, observation, semi-structured interviews, and content analysis. Participants will include around 40 subjects: one university supervisor, one school collaborator, and two interns per institution (10 IES). However, the number of participants may be expanded if necessary. The goal is to reflect on the elements that constitute the supervised internship in order to propose guidelines for a pedagogy of supervised internships. Note: although the project focuses on supervised internships, the perspective of pedagogy of training and professionalization of teaching has given rise to other research projects that align with its theoretical and conceptual framework.

• Pedagogical Interaction and Motivational Strategies in School Learning
  Period: (2017 – Present)

This research investigates the motivational strategies that mediate teaching and learning. It aims to understand the dynamics implemented by teachers to establish a motivational environment favorable to student engagement in classes. It also analyzes the profiles and motivational strategies of students in Physical Education classes and/or informal teaching-learning spaces related to bodily movement culture.

Funding: CAPES/DS; PPGEDUC; UFRRJ.

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