<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982016000400323</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698151338</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ANALISANDO O JOGO A PARTIR DA CONCEITUAÇÃO DE PROFESSORES DE EDUCAÇÃO FÍSICA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE ANALYSIS OF THE GAME UNDER THE PHYSICAL EDUCATION TEACHER'S CONCEPTS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Rodrigo Falcão Cabral de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Ricardo Bezerra Torres]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza Júnior]]></surname>
<given-names><![CDATA[Marcílio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[Marcelo Soares Tavares de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes-da-Silva]]></surname>
<given-names><![CDATA[Pierre Normando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife PE]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Rural de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife PE]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[João Pessoa PB]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>32</volume>
<numero>4</numero>
<fpage>323</fpage>
<lpage>343</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982016000400323&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982016000400323&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982016000400323&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Objetivamos identificar e analisar como professores, participantes da forma&#231;&#227;o continuada da Rede Estadual de Ensino de Pernambuco, conceituam Jogo. Nosso estudo foi de abordagem qualitativo-descritiva, documental e de campo atrav&#233;s da aplica&#231;&#227;o de um question&#225;rio aberto, e os dados foram tratados por an&#225;lise de conte&#250;do. Identificamos diferentes conceitos acerca do jogo e analisamos o jogo na proposta curricular oficial da Rede, a qual se fundamenta na Abordagem Cr&#237;tico-Superadora. A maioria dos professores entende o jogo a partir de conceitos funcionais (jogo como ferramenta para o ensino e como contribui&#231;&#227;o para a forma&#231;&#227;o humana), tendo como principal categoriza&#231;&#227;o o l&#250;dico. Entretanto, outras categorias surgiram: a coordena&#231;&#227;o motora, a intera&#231;&#227;o/competi&#231;&#227;o, o esporte, as regras, a forma&#231;&#227;o do indiv&#237;duo. Conclu&#237;mos que uma proposta curricular &#233; uma importante refer&#234;ncia conceitual para o professor e sua pr&#225;tica pedag&#243;gica. No entanto, esse professor tamb&#233;m exerce certa autonomia ao entender e ensinar os conte&#250;dos, como o caso do jogo, terminando por apresentar incongru&#234;ncias conceituais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This study aimed to identify and analyse how Physical Education teachers, participants in the continued education process promoted by the Pernambuco state Secretary of Education, define game. For this purpose, we developed a qualitative-descriptive, documental and field study using an open questionnaire and treating the answers content analysis procedure. Regarding the theme, it was possible to identify that teachers presented different concepts about game. The concept of game was also analysed in the official curriculum, which is based on the Critical-Overcoming approach. Most participant teachers understand game based on functional concepts (games as a tool for teaching and as a contribution for the human formation), having the playful as main directive. However, other categories have emerged: motor coordination, interaction/competition, sports, rules, human education. We concluded that a curricular proposal is an important conceptual reference for the teachers and their pedagogical practice. However, the teacher also exerts a certain autonomy when understanding and teaching contents, like the case of game, often causing some conceptual inconsistencies.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Jogo]]></kwd>
<kwd lng="pt"><![CDATA[Educação Física Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Lúdico]]></kwd>
<kwd lng="en"><![CDATA[Game]]></kwd>
<kwd lng="en"><![CDATA[School physical education]]></kwd>
<kwd lng="en"><![CDATA[Playful]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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