<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142019000100185</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v19n1.p185-203</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ESTRATÉGIAS FORMATIVAS PARA O DESENVOLVIMENTO PROFISSIONAL: ANÁLISE DE UM PROJETO DE FORMAÇÃO CONTINUADA DE PROFESSORES(AS) DE EDUCAÇÃO FÍSICA]]></article-title>
<article-title xml:lang="en"><![CDATA[TRAINING STRATEGIES FOR PROFESSIONAL DEVELOPMENT: ANALYSIS OF A CONTINUING EDUCATION PROJECT FOR PHYSICAL EDUCATION TEACHERS]]></article-title>
<article-title xml:lang="es"><![CDATA[ESTRATEGIAS FORMATIVAS PARA EL DESARROLLO PROFESIONAL: ANÁLISIS DE UN PROYECTO DE FORMACIÓN CONTINUADA DE PROFESORES(AS) DE EDUCACIÓN FÍSICA EDUCAÇÃO FÍSICA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nadolny]]></surname>
<given-names><![CDATA[Lorena de Fatima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garanhani]]></surname>
<given-names><![CDATA[Marynelma Camargo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></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>19</volume>
<numero>1</numero>
<fpage>185</fpage>
<lpage>203</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142019000100185&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142019000100185&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142019000100185&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente texto discute o desenvolvimento profissional de professores(as) de Educação Física. Para isso, toma como referência uma pesquisa de Doutorado em Educação que investigou como as estratégias formativas estruturaram o desenvolvimento profissional de professores(as) de Educação Física participantes de um projeto de formação realizado por meio de uma parceria entre a Universidade Federal do Paraná (UFPR) e a Secretaria Municipal de Educação (SME) de Curitiba. Os procedimentos metodológicos envolveram análise documental e entrevistas com professores(as) de Educação Física da Rede Municipal de Ensino (RME) de Curitiba que participaram do referido projeto. A análise interpretativa dos dados foi realizada com base na teoria da relação com o saber de Charlot e mostrou que as estratégias formativas oportunizaram relações epistêmicas e identitárias com o saber/aprender, as quais se refletiram em aprendizagens e desenvolvimento profissional. O sentido dado ao processo de formação continuada e às situações vividas nele por meio das estratégias formativas é que mobiliza o desejo do(a) professor(a) de aprender. E é aprendendo que o(a) professor(a) se desenvolve profissionalmente. Frente a essas constatações e considerações, na formação continuada as estratégias formativas estruturam o desenvolvimento profissional de professores(as), pois agem como fontes de mobilização para o saber/aprender.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This text discusses the professional development of Physical Education teachers, taking as its reference a Doctorate dissertation in Education that investigates how training strategies structure the professional development of Physical Education teachers who took part in a training project that was run in partnership between the Universidade Federal do Paraná (UFPR) and the Municipal Secretariat for Education (SME) of Curitiba. The methodological procedures involved document analysis and interviews with Physical Education teachers of the Municipal Education Network of Curitiba who took part in the project. The data were submitted to interpretative analysis, based on Charlot&#8217;s notion of the relationship to knowledge. This analysis showed that the training strategies promoted epistemic and identity relations with knowledge/learning, which were reflected in the teachers&#8217; learning and professional development. The meaning given to the process of continuing education, and the situations experienced in it, through the training strategies, prompted in the teachers a desire to learn; and it is through learning that professional development occurs. In view of these observations and considerations in professional development, it was seen that the training strategies structured the professional development of the teachers, acting to mobilize knowing/learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente texto discute el desarrollo profesional de profesores(as) de Educación Física. De esta forma se toma como referencia una investigación de Doctorado en Educación que investigo como las estrategias formativas estructuraron el desarrollo profesional de profesores(as) de Educación Física participantes de un proyecto de formación realizado en colaboración entre la Universidad Federal do Paraná (UFPR) y la Secretaria Municipal de Educación (SME) de Curitiba. Los procedimientos metodológicos suponen un análisis documental y entrevistas con profesores(as) de Educación Física de la Red Municipal de Enseñanza (RME) de Curitiba que participaron del referido proyecto. El análisis interpretativo de los datos fue realizado con base en la teoría de la relación con el saber de Charlot y mostró que las estrategias formativas crearon oportunidades para relaciones epistémicas e identitarias con el saber/aprender, las cuales se reflejan en aprendizajes y desarrollo profesional. El sentido dado al proceso de formación continuada, y a las situaciones vividas en él, por medio de las estrategias formativas, es que moviliza el deseo del (de la) profesor(a) de aprender. Y es aprendiendo que el(la) profesor(a) se desarrolla profesionalmente. Frente a esas constataciones y consideraciones, en la formación continuada las estrategias formativas estructuran el desarrollo profesional de profesores(as), pues actúan como fuentes de movilización para el saber/aprender.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estratégias Formativas]]></kwd>
<kwd lng="pt"><![CDATA[Educação Física]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento Profissional de Professores(as)]]></kwd>
<kwd lng="en"><![CDATA[Training strategies]]></kwd>
<kwd lng="en"><![CDATA[Physical education]]></kwd>
<kwd lng="en"><![CDATA[Professional development of teachers]]></kwd>
<kwd lng="es"><![CDATA[Estrategias formativas]]></kwd>
<kwd lng="es"><![CDATA[Educación física]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo profesional de profesores(as)]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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