<?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>2448-3583</journal-id>
<journal-title><![CDATA[Educação & Formação]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Form.]]></abbrev-journal-title>
<issn>2448-3583</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Ceará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-35832021000100014</article-id>
<article-id pub-id-type="doi">10.25053/redufor.v6i1.2081</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O plano de trabalho de professores de Educação Física ex-participantes do Pibid/FEF/UFMT]]></article-title>
<article-title xml:lang="en"><![CDATA[Work plans of Physical Education teachers egresses from Pibid/FEF/UFMT]]></article-title>
<article-title xml:lang="es"><![CDATA[Plan de trabajo de los profesores de Educación Física exparticipantes del Pibid/FEF/UFMT]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Elaine Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[Evando Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Estado do Mato Grosso  ]]></institution>
<addr-line><![CDATA[Cuiabá MT]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal do Mato Grosso  ]]></institution>
<addr-line><![CDATA[Cuiabá MT]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>6</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2448-35832021000100014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2448-35832021000100014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2448-35832021000100014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Considerando as vivências proporcionadas pelo Programa Institucional de Bolsas de Iniciação à Docência em relação ao planejamento nas aulas de Educação Física, teve- -se como objetivo identificar as possíveis contribuições do subprojeto do Programa Institucional de Bolsa de Iniciação à Docência da Faculdade de Educação Física da Universidade Federal de Mato Grosso para o processo de planejamento do trabalho docente. Foi desenvolvida uma pesquisa qualitativa (BOGDAN; BIKLEN, 1994) com quatro professores de Educação Física da rede municipal de ensino de Cuiabá. O método utilizado foi o estudo de caso (FONSECA, 2002). O instrumento foi a entrevista semiestruturada. A análise e discussão dos dados respaldaram-se nos estudos realizados por Formosinho (2009), Imbernón (2011), Nóvoa (2009) e Tardif (2006). Os dados revelaram que as experiências proporcionadas pelo subprojeto ajudaram no sentido de saber como e quais referenciais podem servir de base para a elaboração do Plano de Trabalho docente, os possíveis conteúdos a serem selecionados, a importância da ação e reflexão sobre a prática pedagógica, bem como a organização e intencionalidade docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Considering the experiences provided by the Institutional Program for Teaching Initiation Scholarships in relation to planning in Physical Education classes, the objective was to identify the possible contributions of the subproject of the Institutional Program for Teaching Initiation Scholarship of the Faculty of Physical Education of Federal University of Mato Grosso for the teaching work planning process. A qualitative research was developed (BOGDAN; BIKLEN, 1994) with four Physical Education teachers from the municipal teaching network in Cuiabá. The method used was the case study (FONSECA, 2002). The instrument was the semi-structured interview. The analysis and discussion of the data were supported by studies carried out by Formosinho (2009), Imbernón (2011), Nóvoa (2009) and Tardif (2006). The data revealed that the experiences provided by the subproject helped in the sense of knowing how and which references can serve as a basis for the elaboration of the teaching Work Plan, the possible contents to be selected, the importance of the action and reflection on the pedagogical practice, as well as the teaching organization and intentionality.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Considerando las experiencias brindadas por el Programa Institucional de Becas de Iniciación Docente en relación a la planificación en las clases de Educación Física, el objetivo fue identificar los posibles aportes del subproyecto del Programa Institucional de Becas de Iniciación Docente de la Facultad de Educación Física de la Universidad Federal de Mato Grosso por el proceso de planificación del trabajo docente. Se desarrolló una investigación cualitativa (BOGDAN; BIKLEN, 1994) con cuatro profesores de Educación Física de la red docente municipal de Cuiabá. El método utilizado fue el estudio de caso (FONSECA, 2002). El instrumento fue la entrevista semiestructurada. El análisis y discusión de los datos fue apoyado por estudios realizados por Formosinho (2009), Imbernón (2011), Nóvoa (2009) y Tardif (2006). Los datos revelaron que las experiencias aportadas por el subproyecto ayudaron en el sentido de saber cómo y qué referencias pueden servir de base para la elaboración del Plan de Trabajo docente, los posibles contenidos a seleccionar, la importancia de la acción y la reflexión sobre la práctica pedagógica, así como como la organización e intencionalidad docente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Planejamento]]></kwd>
<kwd lng="pt"><![CDATA[Educação Física]]></kwd>
<kwd lng="pt"><![CDATA[Pibid]]></kwd>
<kwd lng="en"><![CDATA[Planning]]></kwd>
<kwd lng="en"><![CDATA[Physical Education]]></kwd>
<kwd lng="en"><![CDATA[Pibid]]></kwd>
<kwd lng="es"><![CDATA[Planificación]]></kwd>
<kwd lng="es"><![CDATA[Educación Física]]></kwd>
<kwd lng="es"><![CDATA[Pibid]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[Detalhamento do subprojeto Pibid/FEF/UFMT.]]></source>
<year>2013</year>
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<person-group person-group-type="author">
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<given-names><![CDATA[C. S.]]></given-names>
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<year>2000</year>
<edition>7.</edition>
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</article>
