<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012025000100232</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v47i1.66287</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Notas organizacionais e pedagógicas dos Institutos Federais e o cenário da Educação Física]]></article-title>
<article-title xml:lang="es"><![CDATA[Notas organizacionales y pedagógicas de los Institutos Federales y el escenario de la Educación Física]]></article-title>
<article-title xml:lang="en"><![CDATA[Organizational and pedagogical notes of the Federal Institutes and the Physical Education scenario]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pires]]></surname>
<given-names><![CDATA[Ademir Faria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pizani]]></surname>
<given-names><![CDATA[Juliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kravchychyn]]></surname>
<given-names><![CDATA[Claudio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa-Rinaldi]]></surname>
<given-names><![CDATA[Ieda Parra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[Maringá Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</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=S2178-52012025000100232&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012025000100232&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012025000100232&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Este estudo, do tipo descritivo, tem como objetivo diagnosticar, a partir da percepção da coordenação pedagógica e dos docentes de Educação Física, as especificidades organizacionais e pedagógicas dos Institutos Federais no estado do Paraná, com destaque para a Educação Física. A coleta de dados se deu a partir de entrevistas semiestruturadas com seis professores de EF e seis coordenadores de curso de seis campi do Instituto Federal do Paraná. Os achados da pesquisa demonstram que os Institutos Federais são constituídos por especificidades organizacionais e pedagógicas que podem ser subdivididas em potencialidades e fragilidades. Dentre as potencialidades, encontramos as categorias centrais: questões pedagógicas e questões organizacionais do trabalho docente. A relação do &#8216;tripé&#8217; ensino, pesquisa e extensão se destacou na fala dos entrevistados, configurando-se como um dos diferenciais que interferem no cotidiano da instituição e em seus resultados no desenvolvimento do processo de ensino e aprendizagem. No tocante às fragilidades, identificamos importantes características que impactam as questões organizacionais do trabalho docente. Questões relacionadas a espaços físicos, recursos materiais, organização e absorção das funções docentes e administrativas também vieram à tona. Em geral, foram apontadas peculiaridades que fazem com estas instituições sejam consideradas ímpares no cenário educacional brasileiro. Embora os achados deste estudo sejam referentes à realidade específica dos campi investigados, demonstram ser passíveis de referenciamento e contribuição para o desenvolvimento de outras unidades, visto que evidenciam características que dizem respeito à identidade dos Institutos Federais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Este estudio descriptivo tiene como objetivo diagnosticar, a partir de la percepción de la coordinación pedagógica y de los profesores de Educación Física, las especificidades organizativas y pedagógicas de los Institutos Federales (IF) del estado de Paraná, con énfasis en Educación Física. La recopilación de datos se basó en entrevistas semiestructuradas con seis profesores de educación física y seis coordinadores de cursos de seis campus de la IFPR. Los resultados de la investigación demuestran que los Institutos Federales se componen de especificidades organizativas y pedagógicas que se pueden subdividir en fortalezas y debilidades. Entre las potencialidades, encontramos las categorías centrales: cuestiones pedagógicas y cuestiones organizativas del trabajo docente. La relación &#8216;trípode&#8217; entre docencia, investigación y extensión se destacó en el discurso de los entrevistados, convirtiéndose en uno de los diferenciales que interfieren en el cotidiano de la institución y en sus resultados en el desarrollo del proceso de enseñanza y aprendizaje. En cuanto a las debilidades, identificamos características importantes que inciden en las cuestiones organizativas del trabajo docente. También se destacaron cuestiones relacionadas con los espacios físicos, los recursos materiales, la organización y absorción de las funciones docentes y administrativas. En general, se señalaron peculiaridades que hacen que estas instituciones sean consideradas únicas en el escenario educativo brasileño. Aunque los hallazgos de este estudio se relacionen con la realidad específica de los campus investigados, demuestran que pueden ser referenciados y contribuir para el desarrollo de otras unidades, ya que muestran características que atañen a la identidad de las IF.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This descriptive study aims to diagnose, based on the perception of pedagogical coordination and Physical Education teachers, the organizational and pedagogical specificities of Federal Institutes in the state of Paraná, with emphasis on Physical Education. Data collection was based on semi-structured interviews with six physical education teachers and six course coordinators from six campuses of the Federal Institutes of Paraná. The research findings demonstrate that the Federal Institutes are made up of organizational and pedagogical specificities that can be subdivided into potentialities and weaknesses. Among the potentialities, we find the central categories: pedagogical issues and organizational issues of teaching work. The &#8216;tripod&#8217; relationship between teaching, research and extension stood out in the interviewees' speech, becoming one of the differentials that interfere in the institution's daily life and in its results in the development of the teaching and learning process. Regarding weaknesses, we identified important characteristics that impact on the organizational issues of teaching work. Issues related to physical spaces, material resources, organization and absorption of teaching and administrative functions also came to the fore. In general, there were some pointed out peculiarities making these institutions to be considered unique in the Brazilian educational scenario. Although the findings of this study are related to the specific reality of the investigated campuses, they demonstrate that they can be referenced and contributed to the development of other units, since they show characteristics that concern the identity of the Federal Institutes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação profissional]]></kwd>
<kwd lng="pt"><![CDATA[ensino técnico]]></kwd>
<kwd lng="pt"><![CDATA[questões pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[estrutura organizacional]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa educacional]]></kwd>
<kwd lng="es"><![CDATA[enseñanza professional]]></kwd>
<kwd lng="es"><![CDATA[enseñanza técnica]]></kwd>
<kwd lng="es"><![CDATA[problemas pedagógicos]]></kwd>
<kwd lng="es"><![CDATA[estructura administrativa]]></kwd>
<kwd lng="es"><![CDATA[investigacion educativa]]></kwd>
<kwd lng="en"><![CDATA[vocational education]]></kwd>
<kwd lng="en"><![CDATA[technical education]]></kwd>
<kwd lng="en"><![CDATA[pedagogical issues]]></kwd>
<kwd lng="en"><![CDATA[administrative structure]]></kwd>
<kwd lng="en"><![CDATA[educational research]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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