<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2023000301261</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.078.ds19</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Complexidade e Educação Física. Para pensar a corporeidade]]></article-title>
<article-title xml:lang="en"><![CDATA[Complexity and Physical Education. To think about corporeality]]></article-title>
<article-title xml:lang="es"><![CDATA[Complejidad y Educación Física. Pensar en la corporeidad]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cupolillo]]></surname>
<given-names><![CDATA[Amparo Villa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Rural do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Seropédica RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>78</numero>
<fpage>1261</fpage>
<lpage>1276</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000301261&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000301261&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000301261&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho tem como objetivo colocar em diálogo dois campos postos historicamente em oposição: conhecimento e corpo. O intuito é o de possibilitar outras formas de intervenção na escola e na formação de professores que valorizem as diferentes dimensões humanas pelas quais o conhecimento se expressa, especialmente aquela que se enuncia através da corporeidade. Fundamentada na epistemologia da complexidade e mergulhada nos estudos com os cotidianos, a discussão desloca-se da noção de sujeito conferida pela modernidade, que desconsidera a complexidade da formação e da articulação genética e cultural na constituição do humano e, com ancoragem nos trabalhos de autores que entendem o ser humano como um &#8216;corposujeito&#8217; ou uma &#8216;menteincorporada&#8217;, busca oferecer subsídios que promovam uma desordem na concepção impermeável de conhecimento com a qual a escola vem trabalhando, permitindo maior amplitude de compreensão da complexidade do que é próprio do humano. A investigação sugere que acolher as diferentes e variadas formas de expressão de conhecimentos que se enunciam, especialmente, através da corporeidade, pode significar para a Educação Física e para a escola um importante passo na tentativa de superar o modelo disciplinar e controlador no trato corporal, possibilitando a abertura de fronteiras que deem passagem ao diálogo entre os diferentes campos de saber que se entrecruzam no cotidiano escolar, tornando a escola mais potente e capaz de reconhecer diferentes formas de expressão de saberes e formas de ser e estar no mundo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work aims to bring into dialogue two areas historically placed in opposition: knowledge and body. The purpose is to enable other forms of intervention at school and in teacher education that value the different human dimensions through which knowledge is expressed, especially the one enunciated through corporeality. Based on the epistemology of complexity and immersed in studies of everyday life, the discussion moves away from the notion of subject conferred by modernity, which disregards the complexity of formation and genetic and cultural articulation in the constitution of the human being. Anchored in the work of authors who understand the human being as a ´subject-body´ or a ´mind-incorporated´ seeks to offer subsidies that promote a disorder in the impermeable conception of knowledge with which the school has been working, allowing a greater understanding of the complexity of what is proper to the human being. The research suggests that welcoming the different and varied forms of expression of knowledge that are enunciated, especially, through corporeality, can mean for Physical Education and school an important step in traying to overcome the disciplinary and controlling model in the body, tract allowing the opening of borders that give way to the dialogue between the different fields of knowledge the intersect in the school daily, making the school more powerful and able to recognize different forms of expression of knowledge and ways of being in the world.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este trabajo de investigación es poner en diálogo dos campos que históricamente han estado en oposición: el conocimiento y el cuerpo. El propósito es posibilitar otras formas de intervención en la escuela y en la formación docente que valoren las diferentes dimensiones humanas a través de las cuales se expresa el conocimiento, especialmente aquel que se enuncia a través de la corporeidad. Basada en la epistemología de la complejidad e inmersa de estudios de la vida cotidiana, la discusión se desplaza desde la noción de sujeto conferida por la modernidad, que desconsidera la complejidad de la formación y la articulación genética y cultural en la constitución del humano y, anclada en el trabajo de autores que entienden al ser humano como un &#8216;cuerposujeto&#8217; o una &#8216;menteincorporada&#8217;, busca ofrecer subsidios que promuevan un desorden en la concepción impermeable del saber con el que ha venido trabajando la escuela, permitiendo una mayor amplitud de comprensión de la complejidad de lo que es propio del humano. La investigación sugiere que acoger las diferentes y variadas formas de expresión de conocimientos que se enuncian, sobre todo, a través de la corporalidad, puede significar para la Educación Física y para la escuela un importante avance en el intento de superar el modelo disciplinario y controlador en el trato corporal, posibilitando la apertura de fronteras que den paso al diálogo entre los diversos saberes que se entrecruzan en el cotidiano escolar, conviertiendo a la escuela más poderosa y capaz de reconocer diferentes formas de expresión de saberes y maneras de ser y estar en el mundo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Complexidade]]></kwd>
<kwd lng="pt"><![CDATA[Corposujeitos]]></kwd>
<kwd lng="pt"><![CDATA[Cotidiano escolar]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento.]]></kwd>
<kwd lng="en"><![CDATA[Complexity]]></kwd>
<kwd lng="en"><![CDATA[Subject bodies]]></kwd>
<kwd lng="en"><![CDATA[School life daily]]></kwd>
<kwd lng="en"><![CDATA[Knowledge.]]></kwd>
<kwd lng="es"><![CDATA[Complejidad]]></kwd>
<kwd lng="es"><![CDATA[Cuerposujeto]]></kwd>
<kwd lng="es"><![CDATA[Menteincorporada]]></kwd>
<kwd lng="es"><![CDATA[Rutina escolar]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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