<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442022000100281</article-id>
<article-id pub-id-type="doi">10.5902/1984644464087.</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Escola em movimento: A aprendizagem pode &#8220;andar&#8221; por outro caminho]]></article-title>
<article-title xml:lang="en"><![CDATA[Active school: Learning can &#8220;track&#8221; another way]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schmitz]]></surname>
<given-names><![CDATA[Heike]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Danilo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tejada]]></surname>
<given-names><![CDATA[Julian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[ Sergipe]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[ Sergipe]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[ Sergipe]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442022000100281&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442022000100281&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442022000100281&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Em diferentes áreas de conhecimento científico e em diversos países, sobretudo em países desenvolvidos, a &#8220;Escola em Movimento&#8221; se tornou objeto de estudo. Este artigo objetiva apresentar diversas razões teóricas e evidências prévias que levam a recomendar a inserção de atividades físicas em sala de aula. Após uma revisão científica da literatura, considerando predominantemente estudos da Alemanha, resumimos razões a favor da integração de atividade física, oriundas da ergonomia, da fisiologia, da pedagogia da saúde, da educação para a segurança, da ecologia da escola, da teoria educacional, da vida infantil, da antropologia, da psicologia do desenvolvimento e da aprendizagem. Diferenciamos entre atividades de ensino que acompanham a aprendizagem e que facilitam a aprendizagem. A Escola em Movimento promete efeitos positivos no desenvolvimento individual, social e escolar da criança e do jovem. Parece plausível que o movimento contribui na aprendizagem. Isso se justifica teoricamente e está sendo verificado empiricamente, uma vez que o Estado do Conhecimento ainda não se apresenta conclusivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In distinctive areas of scientific knowledge and in different countries, especially among developed countries, the &#8220;active school&#8221; has become a focus of study. The aim of this study is to present several theoretical reasons and previous evidences which lead to the recommendation to incorporate physical activity into the classroom. After a literature review, considering predominantly studies from Germany, we summarize reasons in favor of the integration of physical activity, coming from the point of view of ergonomics, physiology, health pedagogy, education for safety, school ecology, educational theory, childhood life, anthropology, developmental and learning psychology. We differentiate physical activities that accompany learning from those that facilitate it. The Active School promises positive effects on the individual, social and scholar development of children and young people. It seems plausible that the movement contributes to learning. This is theoretically justified and is being verified empirically, however the State of Knowledge is not yet conclusive.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Ensino escolar]]></kwd>
<kwd lng="pt"><![CDATA[Movimento]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[School teaching]]></kwd>
<kwd lng="en"><![CDATA[Movement]]></kwd>
</kwd-group>
</article-meta>
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