<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792020000500739</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v16i41.6398</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EDUCAÇÃO FÍSICA NA BASE NACIONAL COMUM CURRICULAR: O QUE APREENDER DE DOCUMENTOS E PARECERES OFICIAIS?]]></article-title>
<article-title xml:lang="en"><![CDATA[PHYSICAL EDUCATION IN THE BASE NACIONAL COMUM CURRICULAR: WHAT TO LEARN FROM DOCUMENTS AND OFFICIAL REPORTS?]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN FÍSICA EN LA BASE CURRICULAR COMÚN NACIONAL: ¿QUÉ APRENDER DE DOCUMENTOS Y DICTÁMENES OFICIALES?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinheiro]]></surname>
<given-names><![CDATA[Ellen Grace]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Vânia de Fátima Matias de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lara]]></surname>
<given-names><![CDATA[Larissa Michelle]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<numero>41</numero>
<fpage>739</fpage>
<lpage>768</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792020000500739&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792020000500739&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792020000500739&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A presente pesquisa, de caráter descritivo e documental, teve como objetivo analisar a estrutura organizacional da educação física na Base Nacional Comum Curricular (BNCC) por meio de documentos e pareceres oficiais. Para tanto, foi necessário o estudo das quatro primeiras versões da BNCC-Ensino Fundamental e as considerações dos pareceristas. Os seguintes indicadores foram adotados: a) Texto de apresentação da educação física; b) Estruturação do conhecimento por meio das práticas corporais; c) Objetivos gerais/Competências específicas; d) Objetivos de Aprendizagem e/ou desenvolvimento/Habilidades por Prática Corporal; e) Dimensões do Conhecimento; e f) Progressão do Conhecimento. As análises possibilitaram identificar acolhida de algumas sugestões dos pareceristas na Base, assim como oscilações na estrutura organizacional e nas informações quanto à perspectiva da cultura corporal de movimento. Apesar das oscilações e controvérsias, as contribuições dos pareceristas e o documento como um todo são marcados pela preocupação com uma formação educacional democrática e humana.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This descriptive and documentary research aimed to analyze the organizational structure of physical education at the National Common Curricular Base (NCCB) through documents and official reports. For that, it was necessary to study the first four versions of BNCC-Ensino Fundamental and the considerations of the referees. The following indicators were adopted: a) Physical education presentation text; b) Structuring knowledge through bodily practices; c) General objectives/Specific competences; d) Learning and/or development objectives/Skills for Bodily Practices; e) Dimensions of Knowledge; and f) Progression of Knowledge. The analyzes identify the acceptance of some suggestions from the BNCC referees, as well as fluctuations in the organizational structure and in the information regarding the perspective of the body culture of movement. Despite the oscillations and controversies, the contributions of the referees and the documents as a whole are marked by the concern with a democratic and humane educational formation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Esta investigación descriptiva y documental tuvo como objetivo analizar la estructura organizativa de la educación física en la Base Nacional Común Curricular (BNCC) a través de documentos y dictámenes oficiales. Para eso, fue necesario estudiar las primeras cuatro versiones de BNCC-Ensino Fundamental y las consideraciones de los dictámenes. Se adoptaron los siguientes indicadores: a) Texto de presentación de la educación física; b) Estructuración del conocimiento a través de prácticas corporales; c) Objetivos generales/Competencias específicas; d) Objetivos de aprendizaje y/o desarrollo/Habilidades por práctica corporal; e) Dimensiones del conocimiento; y f) Progresión del conocimiento. Los análisis permitieron identificar la aceptación de algunas sugerencias de los dicatámenes en la Base, así como las oscilaciones en la estructura organizativa y en la información sobre la perspectiva de la cultura corporal del movimiento. A pesar de las oscilaciones y controversias, las contribuciones de los dictámenes y el documento en su conjunto están marcadas por uma aproximación a la formación educativa democrática y humana.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Física]]></kwd>
<kwd lng="pt"><![CDATA[Estrutura Organizacional]]></kwd>
<kwd lng="pt"><![CDATA[Base Nacional Comum Curricular]]></kwd>
<kwd lng="en"><![CDATA[Physical education]]></kwd>
<kwd lng="en"><![CDATA[Organizational structure]]></kwd>
<kwd lng="en"><![CDATA[National Common Curricular Base]]></kwd>
<kwd lng="es"><![CDATA[Educación Física]]></kwd>
<kwd lng="es"><![CDATA[Estructura organizacional]]></kwd>
<kwd lng="es"><![CDATA[Base Nacional Común Curricular]]></kwd>
</kwd-group>
</article-meta>
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