<?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>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782023000400101</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n67.24336</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Diferença colonial e o currículo cultural da Educação Física]]></article-title>
<article-title xml:lang="en"><![CDATA[COLONIAL DIFFERENCE AND THE CULTURAL CURRICULUM OF PHYSICAL EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[LA DIFERENCIA COLONIAL Y EL CURRÍCULO CULTURAL DE LA EDUCACIÓN FÍSICA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos Júnior]]></surname>
<given-names><![CDATA[Flávio Nunes dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Neves]]></surname>
<given-names><![CDATA[Marcos Ribeiro das]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Neira]]></surname>
<given-names><![CDATA[Marcos Garcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria Municipal de Educação de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Secretaria Municipal de Educação de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2023</year>
</pub-date>
<numero>67</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782023000400101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782023000400101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782023000400101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo problematiza o conceito de diferença quando apropriado pelo multiculturalismo crítico, pelos Estudos Culturais e pelo pós-estruturalismo, campos teóricos que subsidiam epistemologicamente o chamado currículo cultural da Educação Física. Discorre sobre a noção de diferença adotada pelo pós-estruturalismo para, então, arriscar uma aproximação com o pensamento decolonial materializado na noção de diferença colonial. A proposta não foi sequestrar o conceito de diferença para fechá-lo numa caixa; desejou-se justamente o oposto, fomentar novos diálogos sem desprezar os discursos e as relações de poder que constituem a diferença pós-estruturalista. Ao mobilizar a discussão latino-americana, é possível destacar que a interlocução entre saberes, memórias, histórias, cosmologias e experiências de coletivos postos na diferença colonial proporciona uma compreensão da diferença para além das questões da linguagem, implicada como uma dimensão ontológica, pois a diferença é algo se vive e se sente, é ser. O currículo cultural aciona os campos de diferentes maneiras, seja no início da tematização, quando escuta e percebe a significação dos estudantes sobre as práticas corporais, ou durante a caminhada, quando os professores organizam suas ações didáticas. Além disso, os contextos político e econômico são elementos que atravessam e interferem diretamente nas escolas do chamado terceiro mundo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article challenges the concept of difference as appropriated by critical multiculturalism, Cultural Studies and post-structuralism, theoretical fields that epistemologically underpin the so-called cultural curriculum of Physical Education. It discusses the notion of difference adopted by post-structuralism and ventures into an approximation with the decolonial thought materialized in the notion of colonial difference. The proposal was not to hijack the concept of difference to confine it in a box; quite the opposite was desired, that is, to encourage new dialogues without disregarding the discourses and power relations that constitute the post-structuralist difference. By mobilizing the Latin American discussion, it is possible to highlight that the interplay between knowledge, memories, histories, cosmologies and experiences of collectives placed within colonial difference provides an understanding of the Difference beyond language issues, implicated as an ontological dimension, for difference is something one lives and feels; it is to be. The cultural curriculum activates the fields in different ways, whether at the beginning of the thematization, when listening to perceive students' meaning regarding bodily practices, or during the journey, when teachers organize their didactic actions. In addition, political and economic contexts are elements that cut across and directly interfere with schools in the so-called Third World.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo problematiza el concepto de diferencia cuando se apropia del multiculturalismo crítico, los Estudios Culturales y el postestructuralismo, campos teóricos que subvencionan epistemológicamente el llamado currículo cultural de la Educación Física. Discute la noción de diferencia adoptada por el postestructuralismo para luego arriesgar una aproximación con el pensamiento decolonial materializado en la noción de diferencia colonial. La propuesta no era secuestrar el concepto de diferencia para encerrarlo en una caja, se deseaba exactamente lo contrario, propiciar nuevos diálogos. Sin dejar de lado los discursos y relaciones de poder que constituyen la diferencia postestructuralista, al movilizar la discusión latinoamericana es posible resaltar que la interlocución entre saberes, memorias, historias, cosmologías y experiencias de colectivos situados en la diferencia colonial posibilita una comprensión de la Diferencia, más allá de las cuestiones del lenguaje, se implica como una dimensión ontológica, ya que la diferencia es algo que se vive, se siente, se está siendo. El currículo cultural activa los campos de diferentes maneras, ya sea al inicio de la tematización, al escuchar para percibir el significado de los estudiantes sobre las prácticas corporales o durante el caminar, cuando los docentes organizan sus acciones didácticas, además, los contextos políticos y económicos son elementos que se cruzan e interfieren directamente en las escuelas del llamado tercer mundo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[cultura]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[diferença]]></kwd>
<kwd lng="pt"><![CDATA[educação física.]]></kwd>
<kwd lng="en"><![CDATA[culture]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[difference]]></kwd>
<kwd lng="en"><![CDATA[physical education.]]></kwd>
<kwd lng="es"><![CDATA[cultura]]></kwd>
<kwd lng="es"><![CDATA[plan de estudios]]></kwd>
<kwd lng="es"><![CDATA[diferencia]]></kwd>
<kwd lng="es"><![CDATA[educación física.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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