<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052024000400107</article-id>
<article-id pub-id-type="doi">10.12957/teias.2024.86098</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[&#8220;ELES COLOCAM UMA REALIDADE LÁ QUE NÃO É A MINHA!&#8221;: análise das Práticas e Políticas Curriculares no campo da Educação Física à luz da Clínica da Atividade]]></article-title>
<article-title xml:lang="en"><![CDATA[&#8220;THEY IMPOSE A REALITY THAT IS NOT MINE!&#8221; an Analysis of Curricular Practices and Policies in the Field of Physical Education in Light of Activity Clinic]]></article-title>
<article-title xml:lang="es"><![CDATA[&#8220;¡ELLOS IMPONEN UNA REALIDAD QUE NO ES LA MÍA&#8221;" un Análisis de las Prácticas y Políticas Curriculares en el Campo de la Educación Física a la Luz de la Clínica de la Actividad]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rufino]]></surname>
<given-names><![CDATA[Luiz Gustavo Bonatto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza Neto]]></surname>
<given-names><![CDATA[Samuel de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas Faculdade de Educação Física Departamento de Estudos da Atividade Física Adaptada]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Montreal Faculdade de Ciências da Educação Departamento de Psicopedagogia e Andragogia]]></institution>
<addr-line><![CDATA[Quebec ]]></addr-line>
<country>Canadá</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual Paulista Instituto de Biociências Departamento de Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<volume>25</volume>
<numero>79</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052024000400107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052024000400107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052024000400107&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente estudo objetivou analisar os impactos dos processos reflexivos de professores de Educação Física sobre as políticas curriculares e práticas educativas, utilizando a metodologia da autoconfrontação simples, no contexto da clínica da atividade. Assim, buscou-se compreender como os professores interpretam, adaptam e confrontam as atividades prescritas e reais, revelando as discrepâncias contidas nas políticas curriculares e na prática pedagógica. Os participantes foram seis professores de Educação Física envolvidos em um processo de desenvolvimento profissional docente, os quais tiveram aulas observadas, gravadas, transcritas e analisadas em oito episódios para cada um, por meio da autoconfrontação simples, a qual foi gravada e submetida a análise de conteúdo. Os resultados foram organizados em quatro categorias: 1) a utilização dos currículos oficiais como forma de prescrição do trabalho docente e os desafios da atividade real; 2) dificuldades provenientes da atividade real; 3) limites e contingências que restringem a atividade real; 4) o trabalho prescrito e o real da atividade na conjuntura da Educação Física. Os resultados identificaram saberes tácitos emergentes durante o processo reflexivo, sobretudo na relação entre atividade real e atividade prescrita, bem como reconheceram a dimensão coletiva da atividade e as interações sociais no transcurso do trabalho, revelando ainda como os saberes podem contribuir para os processos de desenvolvimento profissional docente. Nesse sentido, o processo desenvolvido por meio da análise das práticas pode contribuir com práticas formativas galgadas na reflexão e com a reconfiguração de políticas curriculares, tornando-as mais alinhadas com as realidades e necessidades baseadas no trabalho docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present study aimed to analyze the impacts of reflective processes of hysical Education teachers on curricular policies and educational practices, using the methodology of simple self-confrontation within the context of the activity clinic. The goal was to understand how teachers interpret, adapt, and confront prescribed and real activities, revealing the discrepancies between curricular policies and pedagogical practice. The participants were six Physical Education teachers involved in a professional development process, whose classes were observed, recorded, transcribed, and analyzed in eight episodes for each one through simple self-confrontation, which was recorded and subjected to content analysis. The results were organized into four categories: 1) the use of official curricula as a form of prescribing teaching work and the challenges of real activity; 2) difficulties arising from real activity; 3) limits and contingencies that restrict real activity; 4) the prescribed work and the real activity in the context of Physical Education. The results identified emerging tacit knowledge during the reflective process, especially in the relationship between real and prescribed activities, as well as recognizing the collective dimension of the activity and social interactions during the work process. It also revealed how this knowledge can contribute to professional development processes. In this sense, the process developed through practice analysis can contribute to formative practices based on reflection and the reconfiguration of curricular policies, making them more aligned with the realities and needs of teaching work.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio tuvo como objetivo analizar los impactos de los procesos reflexivos de los profesores de Educación Física sobre las políticas curriculares y educativas, utilizando la autoconfrontación simple en el contexto de la clínica de la actividad. Se buscó comprender cómo los profesores interpretan, adaptan y confrontan las actividades prescritas y reales, revelando las discrepancias entre las políticas curriculares y la práctica pedagógica. Los participantes fueron seis profesores de Educación Física involucrados en un proceso de desarrollo profesional, cuyas clases fueron observadas, grabadas, transcritas y analizadas en ocho episodios para cada uno mediante la autoconfrontación simple, la cual fue grabada y sometida a análisis de contenido. Los resultados se organizaron en cuatro categorías: 1) el uso de los currículos oficiales como prescripción del trabajo docente y los desafíos de la actividad real; 2) dificultades derivadas de la actividad real; 3) límites y contingencias que restringen la actividad real; 4) el trabajo prescrito y la actividad real en el contexto de la Educación Física. Los resultados identificaron saberes tácitos emergentes durante el proceso reflexivo, especialmente en la relación entre la actividad real y la actividad prescrita, así como reconocieron la dimensión colectiva de la actividad y las interacciones sociales en el trabajo. También revelaron cómo estos saberes pueden contribuir a los procesos de desarrollo profesional. En este sentido, el proceso desarrollado mediante el análisis de prácticas puede contribuir con prácticas formativas basadas en la reflexión y la reconfiguración de políticas curriculares, haciéndolas más alineadas con las realidades y necesidades del trabajo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[políticas curriculares]]></kwd>
<kwd lng="pt"><![CDATA[análise das práticas]]></kwd>
<kwd lng="pt"><![CDATA[clínica da atividade]]></kwd>
<kwd lng="pt"><![CDATA[educação física escolar]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento profissional docente.]]></kwd>
<kwd lng="en"><![CDATA[curricular policies]]></kwd>
<kwd lng="en"><![CDATA[analysis of practices]]></kwd>
<kwd lng="en"><![CDATA[activity clinic]]></kwd>
<kwd lng="en"><![CDATA[school physical education]]></kwd>
<kwd lng="en"><![CDATA[continuing professional development.]]></kwd>
<kwd lng="es"><![CDATA[políticas curriculares]]></kwd>
<kwd lng="es"><![CDATA[análisis de prácticas]]></kwd>
<kwd lng="es"><![CDATA[clínica de la actividad]]></kwd>
<kwd lng="es"><![CDATA[educación física escolar]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional docente.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<year>2017</year>
<volume>23</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>393-406</page-range><publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Clarice.]]></given-names>
</name>
</person-group>
<source><![CDATA[Dos limites às possibilidades do trabalho do professor pedagogo por meio da Clínica da Atividade Docente: uma proposta para a educação básica]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Pato Branco ]]></publisher-loc>
<publisher-name><![CDATA[Programa de Pós-Graduação em Desenvolvimento Regional, Universidade Tecnológica Federal do Paraná]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
