<?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>S0102-46982019000100423</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698198177</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CONTRIBUIÇÕES FOUCAULTIANAS PARA O DEBATE CURRICULAR DA EDUCAÇÃO FÍSICA]]></article-title>
<article-title xml:lang="en"><![CDATA[FOUCAULDIAN CONTRIBUTIONS TO THE PHYSICAL EDUCATION CURRICULAR DEBATE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[OLIVEIRA]]></surname>
<given-names><![CDATA[GLAUREA NÁDIA BORGES DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NEIRA]]></surname>
<given-names><![CDATA[MARCOS GARCIA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Educação ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>35</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982019000100423&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982019000100423&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982019000100423&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO:  Este artigo problematiza a questão curricular no âmbito da Educação Física, adotando o referencial foucaultiano como instrumental analítico. A problematização é engendrada a partir do conceito de dispositivo, tendo em vista as relações entre saber, poder e sujeito que nele se desdobram. Após uma síntese dos elementos que constituem o dispositivo, traça-se, com eles, e em diálogo com formulações construídas por trabalhos do campo da educação e do currículo, algumas pistas no território da Educação Física, aqui entendidas como modos outros de se entrever e levar adiante as práticas curriculares desse componente. Numa operação de atravessamento discursivo, e não de correlação necessária, essas pistas são entretecidas com fragmentos de experiências narradas por professores que colocam em ação a perspectiva curricular denominada &#8220;cultural&#8221;. Nesse tensionamento entre elementos de caráter diverso, busca-se assinalar um exercício de suspeita sobre o próprio pensamento e de questionamento intermitente em relação ao currículo da Educação Física.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This article problematizes the curricular issue in the scope of Physical Education, adopting the Foucauldian referential as its analytical instrument. The problematization is engendered from the concept of device, in view of the relations between knowledge, power and subject that unfolds in him. After a synthesis of the elements that make up the device are traced, with these elements and in dialogue with formulations already constructed by works of the field of education and curriculum, some clues in the field of Physical Education, here understood as other ways of glimpsing and carrying out the curricular practices of this component. In a discourse-crossing operation, and not of necessary correlation, these clues are interwoven with fragments of experiences narrated by teachers that put into action the curricular perspective called &#8220;cultural&#8221;. In this tension between elements of different character, it is sought to signal, finally, an exercise of suspicion about the own thought and of intermittent questioning in relation to the curriculum of Physical Education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Educação Física Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Estudos Foucaultianos]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Scholar Physical Education]]></kwd>
<kwd lng="en"><![CDATA[Foucauldian Studies]]></kwd>
</kwd-group>
</article-meta>
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