Permanent Faculty Member

Lattes: http://lattes.cnpq.br/9215131825606115

Ph.D. and M.Sc. in Physical Education from the Federal University of Espírito Santo (UFES). Specialist in School Management (UFES). Holds a full degree in Physical Education from the Federal Rural University of Rio de Janeiro (UFRRJ). Currently serves as an Assistant Professor at UFRRJ, teaching in the undergraduate Physical Education program, the National Network Graduate Program in Physical Education (PROEF), and the Graduate Program in Education (PPGEDUC). Member of the Research Ethics Committee on Human Subjects at UFRRJ.

Has teaching experience in Lato Sensu specialization courses in the fields of Physical Education and Educational Management, as well as in Basic Education across different levels, including Early Childhood Education, Elementary School (both lower and upper levels), and High School, in regular, technical, and Youth and Adult Education (EJA) modalities.

Held the position of School Director in municipal (Vitória/ES) and state (Espírito Santo) public school systems. Member of the National Board of the Brazilian College of Sport Sciences (CBCE) since 2021, previously serving on the Scientific Committee of the CBCE School Research Group (GTT Escola) from 2019 to 2021.

Leader of the Learning with Childhood and Their Practices Research Group (NAIF) and the Research Group on Teaching in Physical Education (GPDEF). Currently, his research focuses on Early Childhood Education, Initial and Continuing Teacher Training, Public Policies in Education and Physical Education, Pedagogical Practices, and Curriculum. Editor of the book “Contemporary Challenges for Brazilian Physical Education” (CRV, 2020).

CONTACT INFORMATION

E-mail: rodrigodrmartins@ufrrj.br

RESEARCH LINE

• Line 1: Contemporary Studies and Educational Practices.

RESEARCH GROUPS

• Learning with Childhood and Their Practices Research Group (NAIF)

• Research Group on Teaching in Physical Education (GPDEF)

Coordination: André da Silva Mello and Rodrigo Lema Del Rio Martins

Learning with Childhood and Their Practices Research Group (NAIF)

The research conducted by NAIF has influenced pedagogical practices among Physical Education teachers working with young children in both school and non-school contexts. These studies emphasize children’s cultural productions, their agency, and their authorship in teacher-mediated activities within this field of knowledge. The Sociology of Childhood and Everyday Studies have served as important epistemological and theoretical-methodological references for the group’s work.

Research Group on Teaching in Physical Education (GPDEF)

The GPDEF consists of faculty members and students at various academic levels (Ph.D. holders, doctoral candidates, master’s holders, master’s candidates, specialists, and undergraduate students) interested in studying teaching and learning processes in Physical Education. The group includes participants engaged in Basic Education contexts.

Housed within the Institute of Education at UFRRJ, GPDEF integrates teaching, research, and outreach initiatives. In the teaching domain, it contributes to undergraduate and graduate courses in Didactics, Teaching Practices, Supervised Internships, Issues in Physical Education, Research Seminars, and Early Childhood Education.

In terms of outreach, the group is involved in programs such as the Pedagogical Residency Program, PET-Health, Baixada Social, and Intelligent Athletes, among others. In the research domain, the primary themes align with the research lines of PROEF and PPGEDUC, focusing on pedagogical practices, curriculum development in basic and higher education, teacher training, public policies, and educational sports.

RESEARCH PROJECTS

• The National Education Plan and the Continuing Education of Physical Education Teachers Working in Early Childhood Education

Period: 2021 – Present
This project aims to analyze the role of Higher Education Institutions in fulfilling Goal 16 of the National Education Plan (PNE), specifically regarding the qualification of Physical Education teachers for Early Childhood Education.

The study examines the structure of Physical Education graduate programs from a documentary perspective and reviews dissertations and theses on Early Childhood Education. It investigates whether continuing education programs align with or diverge from professional field demands. The methodology integrates documentary research—analyzing areas of concentration, research lines, course syllabi, and faculty curricula in CAPES Area 21 programs—with bibliographic research focusing on academic publications on Early Childhood Physical Education.

Keywords: Public Policies; Teacher Training; Childhood.

The PNLD in Physical Education Under the BNCC Framework: Impacts and Possibilities for Teacher Training and Pedagogical Practices in Basic Education

Period: 2021 – Present
With the recent establishment of a new curricular framework for Physical Education in Basic Education—aligned with the implementation of new teaching resources via the National Textbook Program (PNLD) and the Base Nacional Comum Curricular (BNCC)—this project critically analyzes the impacts and potential of the PNLD in Physical Education since 2019.

Due to the scarcity of research on this subject, this study employs a multi-methodological approach, combining documentary research, bibliographic review, and field research. It examines academic literature, BNCC guidelines, PNLD directives, and approved textbooks, incorporating participant observation. The research involves undergraduate and graduate students as well as partner researchers from the Federal University of Tocantins.

• Early Childhood Education in the Northern Region: Challenges, Proposals, and Knowledge Relations

Period: 2021 – Present
This research project extends previous investigations into Early Childhood Education and early years of Elementary Education in Brazil, with a focus on policies, curriculum, pedagogical practices, and assessment strategies in the state of Tocantins and the broader Northern Region.

The study employs a multi-method qualitative-quantitative approach, analyzing public and private institutions in higher education and Basic Education to explore teacher training and school practices. Data sources include official policy documents from federal, state, and municipal governments, curriculum frameworks, pedagogical guidelines, institutional teaching practices, images (drawings, videos, photos), discussion groups, and various presentations.

Data organization and analysis are conducted using software such as PowerBI, Tableau Public, Iramuteq, and PRISMA. This research aims to enhance studies on Early Childhood Education in Brazil and foster greater engagement with developments in the Northern Region.

Personal Website: https://sigaa.ufrrj.br/sigaa/public/docente/portal.jsf?siape=1690441