COMPARATIVE ANALYSIS OF THE PROFILE OF UNDERGRADUATE STUDENTS OF COURSES IN DISTANCE EDUCATION AND THE FACES EDUCATION AND THE FACE OF PHYSICS UNIVERSITY OF GOIÁS

Authors

  • Fernanda Cruvinel Pimentel
  • Ari Lazzarotti Filho UFG
  • Ana Marcia Silva UFG

DOI:

https://doi.org/10.5216/rpp.v15i2.17253

Keywords:

Formação de professores, Análise comparativa de perfil, Mídia e Educação Física.

Abstract

This paper reports the findings of a study that analyzed the profile of the students compared the distance mode with the presence of the degree course in Physical Education - EF Federal University of Goiás - UFG. A questionnaire was administered to all students who entered the selection process in 2009 with the return of 268 which corresponds to 85.7% in the distance and 40 which corresponds to 51.7% in the face. As a result, we highlight significant differences among socioeconomic and demographic indicators, a greater familiarity of the students in attendance with the Information and Communication Technologies-ICT, and a close relationship with the experience of bodily practices.


Keywords: Teacher Education. Comparative Analysis of Profile. Media and Physical Education.

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Author Biographies

Fernanda Cruvinel Pimentel

Mestranda em Educação Física pela UnB. Integrante do Labphysis e do GEPELC – FEF/UFG.

Ari Lazzarotti Filho, UFG

Doutor em Educação Física pela UFSC. Docente da Faculdade de Educação Física da UFG. Integrante do Labphysis e do GEPELC – FEF/UFG.

Ana Marcia Silva, UFG

Pós-doutora pela Universitat de Barcelona. Docente da Faculdade de Educação Física/UFG.  Coordenadora do LabPhysis-FEF/UFG.

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Published

2012-06-06

How to Cite

PIMENTEL, F. C.; LAZZAROTTI FILHO, A.; SILVA, A. M. COMPARATIVE ANALYSIS OF THE PROFILE OF UNDERGRADUATE STUDENTS OF COURSES IN DISTANCE EDUCATION AND THE FACES EDUCATION AND THE FACE OF PHYSICS UNIVERSITY OF GOIÁS. Pensar a Prática, Goiânia, v. 15, n. 2, 2012. DOI: 10.5216/rpp.v15i2.17253. Disponível em: https://revistas.ufg.br/fef/article/view/17253. Acesso em: 30 jun. 2024.

Issue

Vol. 15 No. 2 (2012)

Section

Artigos Originais

License

This publication is licensed under Creative Commons Attribution License

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