<?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>1983-1730</journal-id>
<journal-title><![CDATA[Ensino em Re-Vista]]></journal-title>
<abbrev-journal-title><![CDATA[Ensino em Re-Vista]]></abbrev-journal-title>
<issn>1983-1730</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-17302019000300677</article-id>
<article-id pub-id-type="doi">10.14393/er-v26n3a2019-3</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Contribuições do ensino da Educação Física para o trabalho com o conhecimento teórico na escola]]></article-title>
<article-title xml:lang="en"><![CDATA[Contributions of Physical Education teaching for working with theoretical knowledge in school]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Carolina Picchetti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araujo]]></surname>
<given-names><![CDATA[Elaine Sampaio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[Ribeirão Preto SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2019</year>
</pub-date>
<volume>26</volume>
<numero>3</numero>
<fpage>677</fpage>
<lpage>699</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302019000300677&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302019000300677&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302019000300677&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste estudo foi caracterizar o processo de organização do ensino que contribua para o desenvolvimento do pensamento teórico dos sujeitos da atividade pedagógica, professores e estudantes. Tendo a Atividade Orientadora de Ensino, proposta por Moura (1996, 2000, 2016), como fundamento teórico-metodológico apresentam-se interpretações didáticas sobre a tese vigotskiana de que &#8220;o único bom ensino é o que se adianta ao desenvolvimento&#8221;. Do ponto de vista das ações metodológicas discute-se o significado pedagógico do trabalho com o conhecimento teórico na escola por meio da análise de momentos-chave de uma situação formativa realizada com professoras da educação básica, no contexto de um projeto de pesquisa voltado à melhoria do ensino público. Busca-se evidenciar, então, nos processos de organização do ensino, como os conhecimentos propostos na atividade pedagógica podem se realizar como conceitos teóricos para os sujeitos em suas ações de estudo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this study was to characterize the process of teaching organization that contributes to the development of theoretical thinking of the subjects of pedagogical activity, teachers and students. Having the Teaching Guiding Activity, proposed by Moura (1996, 2000, 2016), as a theoretical-methodological foundation it is proposed didactics interpretations about Vygotsky&#8217;s thesis that &#8220;the only good learning is that which is in advance of development&#8221;. Considering the methodological actions, it is discussed the pedagogical meaning of working with theoretical knowledge in schooling process through the analysis of key moments of a formative situation carried out with teachers of elementary education in the context of a research project focused on the improvement of public teaching. It seeks to show, then, int the processes of teaching organization how the knowledge proposed in the pedagogical activity can be realized as theoretical concepts to the subjects in their actions of study.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Atividade Orientadora de Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Teoria Histórico-Cultural]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento Teórico]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Desenvolvimental]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Educação Física]]></kwd>
<kwd lng="en"><![CDATA[Teaching Guiding Activity]]></kwd>
<kwd lng="en"><![CDATA[Cultural-Historical Theory]]></kwd>
<kwd lng="en"><![CDATA[Theoretical Thought]]></kwd>
<kwd lng="en"><![CDATA[Developmental Teaching]]></kwd>
<kwd lng="en"><![CDATA[Physical Education teaching]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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