<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812014000100010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A transposição didática na educação física escolar: o caminho formativo dos professores em formação inicial]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martiny]]></surname>
<given-names><![CDATA[Luis Eugênio]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes-da-Silva]]></surname>
<given-names><![CDATA[Pierre Normando]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A10">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2014</year>
</pub-date>
<volume>95</volume>
<numero>239</numero>
<fpage>175</fpage>
<lpage>196</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812014000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812014000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812014000100010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A fim de compreender as manipulações por que passam os saberes até se tornarem ensináveis, o objetivo foi identificar a prática pedagógica dos Professores em Formação Inicial (PFI) quando ministram aulas durante o estágio supervisionado. Participaram da investigação três PFI do curso de Educação Física da Universidade Federal da Paraíba (UFPB). As técnicas de coleta foram: observação participante, grupo focal e documentos escritos. A pesquisa teve a duração de três meses e foi realizada em uma escola pública do município de João Pessoa, no Estado da Paraíba, no primeiro semestre de 2011. Nesse período, foram coletados dados em 24 aulas. Utilizou-se a técnica de análise de conteúdo do tipo categorial por temática. Na análise dos dados, identificou-se um caminho formativo, que auxilia os PFI na sua prática pedagógica, composto de três planos (macro, intermediário e microestruturante), com diferentes esferas e momentos. Esse caminho formativo configurou-se como base da prática pedagógica dos PFI, o que nos sinalizou uma prática com alta tendência reflexiva, constituída por uma intervenção repleta de saberes docentes. Acusa-se, portanto, que a transposição didática é mediada por uma atmosfera que gira ao seu redor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In order to comprehend the manipulations through which teaching knowledge passes until it becomes teachable, the aim of this study was to identify the pedagogical practice of Professores em Formação Inicial (PFI - Teachers in Initial Training), while teaching lessons during their supervised internship. Three participants of the PFI, taking the physical education course at the Universidade Federal da Paraíba (UFPB - Federal University of Paraíba), took part in the investigation. The techniques of data collection were based on participant observation, focus group and written documents. The study lasted three months and was held in a public school in the city of João Pessoa-PB, in the first half of 2011. In this period, data were collected in 24 classes. The technique of theme/ category-based content analysis was used. In the data analysis, a formative pathway that helps the PFI in their teaching practice was identified. It was composed of three plans (macro, intermediate and micro), each of them formed by different spheres and moments. This pathway was set as the foundation for the pedagogical practice of PFI. It has pointed out a practice with a highly reflexive tendency, constituted by an intervention full of teaching knowledge. This indicates a didactic transposition mediated by an atmosphere that revolves around it.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Inicial]]></kwd>
<kwd lng="pt"><![CDATA[Base de Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Transposição Didática]]></kwd>
<kwd lng="en"><![CDATA[Initial Education]]></kwd>
<kwd lng="en"><![CDATA[Basis of Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Didactic Transposition]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>A  transposi&ccedil;&atilde;o did&aacute;tica na educa&ccedil;&atilde;o f&iacute;sica escolar: o caminho formativo dos professores  em forma&ccedil;&atilde;o inicial.</h2> <h3>Didactic transposition in school physical education:  the formative path of teachers in initial education.</h3>     <p>&nbsp;</p> <h4>Luis  Eug&ecirc;nio Martiny, Pierre Normando Gomes-da-Silva</h4> </font>      ]]></body><back>
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