<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762018000100004</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2018v16i1p4-28</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O currículo cultural da educação física: pressupostos, princípios e orientações didáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[The cultural curriculum of physical education: assumptions, principles and didactic orientations]]></article-title>
<article-title xml:lang="es"><![CDATA[El currículo cultural de la educación física: supuestos, principios y orientaciones didácticas]]></article-title>
</title-group>
<contrib-group>
<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[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>16</volume>
<numero>1</numero>
<fpage>4</fpage>
<lpage>29</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762018000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762018000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762018000100004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Enquanto terreno de disputas, o curr&#237;culo da Educa&#231;&#227;o F&#237;sica tem enfrentado questionamentos quanto aos seus objetivos, m&#233;todos de ensino e formas de avalia&#231;&#227;o. Ap&#243;s as cr&#237;ticas desferidas &#224;s inten&#231;&#245;es de melhoria da aptid&#227;o f&#237;sica que marcaram a inser&#231;&#227;o do componente nas institui&#231;&#245;es educativas, surgiram propostas fundamentadas na psicobiologia que se mostravam comprometidas com o desenvolvimento cognitivo, afetivo-social e motor. Na &#250;ltima d&#233;cada do s&#233;culo XX, em sincronia com a democratiza&#231;&#227;o da sociedade, o ensino da Educa&#231;&#227;o F&#237;sica experimentou uma mudan&#231;a de paradigmas: inspirando-se na pedagogia cr&#237;tica, passou a adotar as ci&#234;ncias humanas como referencial, substituiu o exerc&#237;cio f&#237;sico e o movimento enquanto objetos de estudo pela cultura corporal de movimento. Mais recentemente, no esfor&#231;o de responder aos dilemas enfrentados por uma escola cada vez mais plural e democr&#225;tica, ampliou seu aporte te&#243;rico com as contribui&#231;&#245;es dos estudos culturais e do multiculturalismo cr&#237;tico, redimensionou sua fun&#231;&#227;o social, o objeto de estudo e renovou o seu fazer pedag&#243;gico. O presente artigo situa o contexto e os pressupostos dessa proposta curricular denominada &#8220;cultural&#8221;, explicita os campos conceituais que lhe d&#227;o sustenta&#231;&#227;o e, a partir de investiga&#231;&#245;es sobre as experi&#234;ncias realizadas, abstrai os princ&#237;pios que norteiam as a&#231;&#245;es docentes e teoriza sobre os procedimentos did&#225;ticos que a caracterizam.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT As a field of contention, the Physical Education curriculum has faced questions about its objectives, teaching and evaluation methods. After criticism of the intentions to improve physical fitness that signalized the insertion of the component in educational institutions, proposals based on psychobiology that were compromised with cognitive, affective-social and motor development were brought up . In the last decade of the last century, in synchrony with the democratization of society, the teaching of Physical Education experienced a paradigm shift: by taking inspiration from critical pedagogy, it adopted the human sciences as a reference, replaced physical exercise and movement as objects of study by corporal culture. More recently, in an effort to respond to the dilemmas faced by an increasingly pluralistic and democratic school, it has enlarged its theoretical input with the contributions of cultural studies and critical multiculturalism, redimensioned its social function and renewed its pedagogical work. This article sets out the context and assumptions of this curricular proposal called "cultural", it explains the conceptual fields that support it and, based on investigations about the experiences made, abstracts the principles that guide the teaching actions and theorizes about didactic procedures that to characterize it.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Como campo de discordia, el curr&#237;culo de Educaci&#243;n F&#237;sica ha enfrentado cuestiones sobre sus objetivos, m&#233;todos de ense&#241;anza y criterios de evaluaci&#243;n. Despu&#233;s de la cr&#237;tica a las intenciones de mejorar la aptitud f&#237;sica que se&#241;al&#243; la inserci&#243;n del componente en las instituciones educativas, surgieron propuestas basadas en la psicobiolog&#237;a, comprometidas con el desarrollo cognitivo, afectivo-social y motor. En la &#250;ltima d&#233;cada del siglo pasado, en sinton&#237;a con la democratizaci&#243;n de la sociedad, la ense&#241;anza de la Educaci&#243;n F&#237;sica experiment&#243; un cambio de paradigma: al inspirarse en la pedagog&#237;a cr&#237;tica, adopt&#243; las ciencias humanas como referencia, sustituy&#243; el ejercicio f&#237;sico y el movimiento como objetos de estudio por la cultura corporal de movimiento. M&#225;s recientemente, en un esfuerzo por responder a los dilemas a los que se enfrenta una escuela cada vez m&#225;s pluralista y democr&#225;tica, ha ampliado su aporte te&#243;rico con los estudios culturales y multiculturalismo cr&#237;tico, redimensionado su funci&#243;n social y renovando su trabajo pedag&#243;gico. Este art&#237;culo establece el contexto y supuestos de esta propuesta curricular denominada "cultural", explica los campos conceptuales que la sustentan y, a partir de investigaciones sobre las experiencias realizadas, abstrae los principios que orientan las acciones docentes y teoriza sobre los procedimientos did&#225;cticos que lo caracterizan.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Física]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Cultura]]></kwd>
<kwd lng="en"><![CDATA[Physical Education]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Culture]]></kwd>
<kwd lng="es"><![CDATA[Educación Física]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Cultura]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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