<?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>2175-8042</journal-id>
<journal-title><![CDATA[Motrivivência]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Motriviv.]]></abbrev-journal-title>
<issn>2175-8042</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-80422020000100102</article-id>
<article-id pub-id-type="doi">10.5007/2175-8042.2020.e61739</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Por uma Educação Física da ordem da potência: o que pode o corpo em movimento?]]></article-title>
<article-title xml:lang="en"><![CDATA[For a Physical Education in terms of potency: what can the body in motion do?]]></article-title>
<article-title xml:lang="es"><![CDATA[Por una Educación Física de la orden de la potencia: ¿qué puede el cuerpo en movimiento?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Correia]]></surname>
<given-names><![CDATA[Elder Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Felipe Quintão de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Sergipe - UFS Programa de Pós-Graduação em Educação - PPGED ]]></institution>
<addr-line><![CDATA[São Cristóvão Sergipe]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Espírito Santos - UFES Centro de Educação Física e Desportos - CEFD ]]></institution>
<addr-line><![CDATA[Vitória Espírito Santo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>32</volume>
<numero>61</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-80422020000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-80422020000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-80422020000100102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A partir de uma pesquisa teórica em filósofos como Spinoza, Deleuze e Guattari, problematizamos o modo pela qual as práticas corporais podem colocar para o corpo a questão do limite de sua (im)potência por meio de um circuito de afectos, que vai do desamparo à alegria. Concluímos que tais práticas podem ser um território privilegiado para responder à pergunta: &#8220;O que pode o corpo em movimento&#8221;. As consequências ditam à Educação Física como lidar pedagogicamente com elas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT From a theoretical research on philosophers such as Spinoza, Deleuze and Guattari, we problematize the way in which body practices can pose to the body the question of the limit of its (im) power through a circuit of affection, which goes from helplessness. the joy. We conclude that such practices can be a privileged territory to answer the question: "what can the body in motion". The consequences dictate to Physical Education how to deal with them pedagogically.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN A partir de una investigación teórica sobre filósofos como Spinoza, Deleuze y Guattari, problematizamos la forma en que las prácticas corporales pueden plantear al cuerpo la cuestión del límite de su (im) poder a través de un circuito de afecto, que va desde la impotencia. la alegría. Llegamos a la conclusión de que tales prácticas pueden ser un territorio privilegiado para responder a la pregunta: "¿qué puede hacer el cuerpo en movimiento". Las consecuencias dictan a la Educación Física cómo tratarlas pedagógicamente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação física]]></kwd>
<kwd lng="pt"><![CDATA[Corpo]]></kwd>
<kwd lng="pt"><![CDATA[Potência]]></kwd>
<kwd lng="en"><![CDATA[Physical Education]]></kwd>
<kwd lng="en"><![CDATA[Body]]></kwd>
<kwd lng="en"><![CDATA[Power]]></kwd>
<kwd lng="es"><![CDATA[Educación física]]></kwd>
<kwd lng="es"><![CDATA[Cuerpo]]></kwd>
<kwd lng="es"><![CDATA[Poder]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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