<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-4690</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Física e Esporte]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Fís. Esporte]]></abbrev-journal-title>
<issn>1981-4690</issn>
<publisher>
<publisher-name><![CDATA[Escola de Educação Física e Esporte da Universidade de São Paulo  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-46902014000400671</article-id>
<article-id pub-id-type="doi">10.1590/1807-55092014000400671</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Identidade dos cursos de licenciatura e bacharelado em Educação Física no Paraná: uma análise das áreas do conhecimento]]></article-title>
<article-title xml:lang="en"><![CDATA[Identity of courses licentiate and bachelors' degree in Physical Education in Parana: an analysis of the areas of knowledge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pizani]]></surname>
<given-names><![CDATA[Juliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa-Rinaldi]]></surname>
<given-names><![CDATA[Ieda Parra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá Centro de Ciências da Saúde ]]></institution>
<addr-line><![CDATA[Maringál PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>28</volume>
<numero>4</numero>
<fpage>671</fpage>
<lpage>682</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-46902014000400671&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-46902014000400671&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-46902014000400671&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Esta pesquisa do tipo descritiva objetivou identificar na matriz curricular de cursos de educa&#231;&#227;o f&#237;sica a distribui&#231;&#227;o da carga hor&#225;ria por &#225;rea do conhecimento, com vistas ao entendimento de como a forma&#231;&#227;o se caracteriza no Paran&#225;, especialmente quanto &#224; exist&#234;ncia de caracter&#237;sticas pr&#243;prias para os cursos de licenciatura e bacharelado. Para tanto, analisamos 28 projetos pedag&#243;gicos por meio de an&#225;lise documental, na qual categorizamos as disciplinas presentes na matriz curricular por &#225;reas/dimens&#245;es do conhecimento (forma&#231;&#227;o espec&#237;fica e ampliada) propostas pela Resolu&#231;&#227;o CNE/CES n.7/2004. Mediante os resultados encontrados, observamos que a forma&#231;&#227;o espec&#237;fica agrega uma maior carga hor&#225;ria e um maior quantitativo de disciplinas, tendo como principal representante a dimens&#227;o cultural do movimento humano, que apresentou a maior carga hor&#225;ria tanto para os cursos de licenciatura como para os de bacharelado, o que condiz com os preceitos para a forma&#231;&#227;o inicial em educa&#231;&#227;o f&#237;sica, visto que abarca os conhecimentos identificadores que possuem tradi&#231;&#227;o hist&#243;rica da &#225;rea. Identificamos tamb&#233;m que os cursos possuem uma identidade pr&#243;pria relativa que os caracterizam como licenciatura e bacharelado, posto que a dimens&#227;o did&#225;tico-pedag&#243;gica tem maior destaque na forma&#231;&#227;o de licenciados e a t&#233;cnico-instrumental na de bachar&#233;is. As dimens&#245;es pertencentes &#224; forma&#231;&#227;o ampliada receberam o mesmo grau de import&#226;ncia para ambas as forma&#231;&#245;es. Contudo, alertamos para a necessidade de realiza&#231;&#227;o de outras pesquisas que possam subsidiar novas discuss&#245;es e interven&#231;&#245;es para a &#225;rea, sobretudo porque a reformula&#231;&#227;o curricular que determinou a separa&#231;&#227;o em licenciatura e bacharelado &#233; muito recente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This descriptive research aimed to identify in the physical education course curriculum the distribution of workload by area of knowledge, in order to understand how the formation is characterized in Paran&#225;, especially regarding the existence of its own characteristics for teaching and bachelors' degree. Thus, we analyzed twenty-eight pedagogical projects through documentary analysis, in which we categorized the disciplines from the curriculum by knowledge's areas/dimensions (specific formation and expanded formation), suggested by the Resolution CNE/CES n.7/2004. Based on the results we could observe that the specific formation results in the highest workload and the biggest quantity of disciplines. The main representative was the culture dimension of the human movement, with the highest workload for both, teachers and bachelor's degree. This result suits the precepts for the basic formation in physical education, since it involves the knowledge identifiers that have historical tradition of the area. We also point that the courses have their own and relative identity that characterize it as a teaching and as a bachelor degree, since the didactic-pedagogic dimension have greater prominence in the training licentiate and technical-instrumental in the bachelor's degree. The dimensions related to extended formation received the same level of importance for both courses. However, we want to emphasize that there is a need of making other researches that can support new discussions and interventions for the area, especially because the curriculum reform that determined the separation between teaching and bachelor degree is very recent.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Intervenção]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Formation]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Intervention]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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