<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022023000100309</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202349262256</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As práticas letivas na educação física durante a pandemia: expectativas e realidades  ,]]></article-title>
<article-title xml:lang="en"><![CDATA[Assessment, teaching and learning practicesin physical education during the pandemic: expectations and realities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Nuno Miranda e]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dinis]]></surname>
<given-names><![CDATA[Sónia Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Évora  ]]></institution>
<addr-line><![CDATA[Évora ]]></addr-line>
<country>Portugal</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>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022023000100309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022023000100309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022023000100309&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As restrições da pandemia desafiaram as caraterísticas de proximidade e contacto físico da Educação Física (EF), o que poderá ter levado à reinvenção da disciplina. Contudo, no contexto português, temos pouco conhecimento da medida dessas limitações, em particular na relação de interdependência entre as práticas letivas de ensino, avaliação e aprendizagem. E a reconfiguração dessas práticas não nasceu do vazio, mas decorreu de expectativas de entidades a montante, que afetaram a ação dos docentes. Porém, também se conhece pouco acerca da relação entre esse aconselhamento e a realidade do terreno, em face ao que estava previsto nos programas para condições de normalidade. Esse conhecimento será relevante para a intervenção e intencionalidade educativa do pós-pandemia e, no objetivo de preencher este vazio, implementamos uma investigação para aceder às práticas letivas de ensino, avaliação e aprendizagem aconselhadas pelas entidades representativas da EF e adotadas pelos professores, em função do período pandémico. Inscreve-se no paradigma interpretativo, com abordagem qualitativa e na modalidade de estudo interpretativo de base, com os dados recolhidos por análise documental e entrevista com guião semiestruturado e tratados por análise de conteúdo. Os resultados sugerem que as práticas letivas foram desagregadas e perderam reciprocidade; e que as expectativas das entidades foram desajustadas face às necessidades dos professores no contexto. Assim, a EF, sensível à situação pandémica, dessensibilizou-se, devido à perda de relações entre o ensino, a avaliação e a aprendizagem; e desprojetou-se, porque perdeu elementos do seu projeto curricular e a sua projeção educativa; o que pode contribuir para consolidar a marginalização da EF e aconselha à reconexão entre o ensino, a avaliação e a aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The constraints of the pandemic challenged the characteristics of proximity and physical contact of Physical Education (PE), which may have led to the reinvention of the subject. However, in the Portuguese context, we have little knowledge about the extent of these constraints, particularly in the relationship of interdependence between the practices of teaching, assessment, and learning. The reconfiguration of these practices resulted from the expectations of upstream entities, which affected the PE teachers&#8217; actions. However, little is known about the relationship between those recommendations and the school&#8217;s reality, compared to what was foreseen in the curriculum for normal conditions. This knowledge is relevant for the post-pandemic intervention and educational intentionality. In order to fill this empty field, we implemented an investigation to access the practices of teaching, assessment and learning recomended by the PE representative entities and adopted by teachers, depending on the pandemic period. It falls within the interpretative paradigm, with a qualitative approach in the modality of basic interpretative study. Data was collected by documental analysis and interviews with semi-structured script and treated by content analysis. The results suggest that the teaching practices were disaggregated and lost reciprocity; and that the expectations of the entities were misaligned with the needs of teachers in the context. Thus, PE, sensitive to the pandemic situation, became desensitized, due to the loss of relationships between teaching, assessment, and learning. Also, PE became deprojected because it lost elements of its curricular project and its educational projection. These results may contribute to consolidate the marginalization of PE and advises the reconnection between teaching, assessment, and learning.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação física]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Physical education]]></kwd>
<kwd lng="en"><![CDATA[Pandemic]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Assessment]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ARAÚJO]]></surname>
<given-names><![CDATA[Angélica Ferreira de]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Como os profissionais de educação física se reinventaram durante a pandemia do Covid-19]]></article-title>
<source><![CDATA[Research, Society and Development]]></source>
<year>2021</year>
<volume>10</volume>
<numero>13</numero>
<issue>13</issue>
<page-range>1-13</page-range><publisher-loc><![CDATA[Itajubá ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ATIKOVI&#262;]]></surname>
<given-names><![CDATA[Almir]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The impact coronavirus disease 2019 (Covid-19) on physical activity and mental health of students]]></article-title>
<source><![CDATA[International Journal of Sport, Exercise and Health Research]]></source>
<year>2020</year>
<volume>4</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>55-0</page-range><publisher-loc><![CDATA[New Delhi ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[AUSUBEL]]></surname>
<given-names><![CDATA[David Paul]]></given-names>
</name>
</person-group>
<source><![CDATA[A aprendizagem significativa: a teoria de David Ausubel]]></source>
<year>1982</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Moraes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BAENA-MORALES]]></surname>
<given-names><![CDATA[Salvador]]></given-names>
</name>
<name>
<surname><![CDATA[LÓPEZ-MORALES]]></surname>
<given-names><![CDATA[Juan]]></given-names>
</name>
<name>
<surname><![CDATA[GARCÍA-TAIBO]]></surname>
<given-names><![CDATA[Olalla]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teaching intervention in physical education during quarantine for Covid-19]]></article-title>
<source><![CDATA[Retos]]></source>
<year>2021</year>
<volume>39</volume>
<page-range>388-95</page-range><publisher-loc><![CDATA[Murcia ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BARDIN]]></surname>
<given-names><![CDATA[Laurence]]></given-names>
</name>
</person-group>
<source><![CDATA[Análise de conteúdo]]></source>
<year>1995</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Edições]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BETTINGER]]></surname>
<given-names><![CDATA[Eric]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Virtual classrooms: How online college courses affect student success?]]></article-title>
<source><![CDATA[American Economic Review]]></source>
<year>2017</year>
<volume>107</volume>
<numero>9</numero>
<issue>9</issue>
<page-range>2855-75</page-range><publisher-loc><![CDATA[S. I ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BOAVIDA]]></surname>
<given-names><![CDATA[João]]></given-names>
</name>
<name>
<surname><![CDATA[AMADO]]></surname>
<given-names><![CDATA[João]]></given-names>
</name>
</person-group>
<source><![CDATA[Ciências da educação: epistemologia, identidade e perspectivas]]></source>
<year>2008</year>
<publisher-loc><![CDATA[Coimbra ]]></publisher-loc>
<publisher-name><![CDATA[Universidade de Coimbra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BORRALHO]]></surname>
<given-names><![CDATA[António]]></given-names>
</name>
<name>
<surname><![CDATA[FIALHO]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
<name>
<surname><![CDATA[CID]]></surname>
<given-names><![CDATA[Marília]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A triangulação sustentada de dados como condição fundamental para a investigação qualitativa]]></article-title>
<source><![CDATA[Revista Lusófona de Educação]]></source>
<year>2015</year>
<volume>29</volume>
<numero>29</numero>
<issue>29</issue>
<page-range>53-69</page-range><publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BRUNER]]></surname>
<given-names><![CDATA[Jerome]]></given-names>
</name>
</person-group>
<source><![CDATA[O processo da educação]]></source>
<year>1998</year>
<publisher-loc><![CDATA[Coimbra ]]></publisher-loc>
<publisher-name><![CDATA[Edições]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CARVALHO]]></surname>
<given-names><![CDATA[Lídia Madalena]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Avaliação das aprendizagens em educação física]]></article-title>
<source><![CDATA[Boletim SPEF]]></source>
<year>1994</year>
<numero>10-11</numero>
<issue>10-11</issue>
<page-range>135-51</page-range><publisher-loc><![CDATA[Algés ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CENTEIO]]></surname>
<given-names><![CDATA[Erin]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The success and struggles of physical education teachers while teaching online during the Covid-19 Pandemic]]></article-title>
<source><![CDATA[Journal of Teaching in Physical Education]]></source>
<year>2021</year>
<volume>40</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>667-73</page-range><publisher-loc><![CDATA[Hanover ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<collab>CNE. Conselho Nacional de Educação</collab>
<source><![CDATA[Recomendação: a escola no pós-pandemia: desafios e estratégias]]></source>
<year>2021</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Conselho Nacional de Educação]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CRESWELL]]></surname>
<given-names><![CDATA[Jonh]]></given-names>
</name>
</person-group>
<source><![CDATA[Educatoinal research: planning, conducting, and evaluating quantitative and qualitative research]]></source>
<year>2012</year>
<edition>4</edition>
<publisher-loc><![CDATA[Boston ]]></publisher-loc>
<publisher-name><![CDATA[Pearson Education]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CRUICKSHANK]]></surname>
<given-names><![CDATA[Vaugham]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Encounters in a marginalised subject: The experiential challenges faced by Tasmanian health and physical education teachers]]></article-title>
<source><![CDATA[Australian Journal of Education]]></source>
<year>2021</year>
<volume>65</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>24-40</page-range><publisher-loc><![CDATA[Melbourne ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DALLOLIO]]></surname>
<given-names><![CDATA[Laura]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The impact of Covid-19 on physical activity behaviour in Italian primary school children: A comparison before and during pandemic considering gender differences]]></article-title>
<source><![CDATA[BMC Public Health]]></source>
<year>2022</year>
<volume>22</volume>
<numero>52</numero>
<issue>52</issue>
<publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DAUM]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How do we do this? Distance learning in physical education. Part 1]]></article-title>
<source><![CDATA[Journal of Physical Education, Recreation &amp; Dance]]></source>
<year>2021</year>
<volume>92</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>5-10</page-range><publisher-loc><![CDATA[Annapolis Junction ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<collab>DGS. Direção-Geral da Saúde</collab>
<source><![CDATA[Orientações para a realização em regime presencial das aulas práticas de educação física]]></source>
<year>2020</year>
<publisher-loc><![CDATA[S. l ]]></publisher-loc>
<publisher-name><![CDATA[S. n]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<collab>Direção-Geral da Educação; Faculdade de Motricidade Humana</collab>
<article-title xml:lang=""><![CDATA[FITescola]]></article-title>
<source><![CDATA[FITescola]]></source>
<year>2022</year>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<collab>EQUIPA Iave do Estudo Diagnóstico das Aprendizagens</collab>
<source><![CDATA[Estudo diagnóstico das aprendizagens: apresentação de resultados]]></source>
<year>2021</year>
<publisher-loc><![CDATA[S. l. ]]></publisher-loc>
<publisher-name><![CDATA[Instituto de Avaliação Educativa]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FIGUEIREDO]]></surname>
<given-names><![CDATA[Zenólia Christina]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Experiências profissionais, identidades e formação docente em educação física]]></article-title>
<source><![CDATA[Revista Portuguesa de Educação]]></source>
<year>2018</year>
<volume>23</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>153-71</page-range><publisher-loc><![CDATA[Braga ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GOIS]]></surname>
<given-names><![CDATA[Pamela Karina]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reflexões sobre o impacto da pandemia na educação física escolar]]></article-title>
<source><![CDATA[Revista Com Censo]]></source>
<year>2021</year>
<volume>8</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>220-7</page-range><publisher-loc><![CDATA[Brasilía, DF ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Gisela]]></given-names>
</name>
</person-group>
<source><![CDATA[Comunitarismo ou liberalismo?]]></source>
<year>1998</year>
<publisher-loc><![CDATA[Covilhã ]]></publisher-loc>
<publisher-name><![CDATA[Universidade da Beira Interior]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GONZÁLEZ-CALVO]]></surname>
<given-names><![CDATA[Gustavo]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The (virtual) teaching of physical education in times of pandemic]]></article-title>
<source><![CDATA[European Physical Education Review]]></source>
<year>2022</year>
<volume>28</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>205-24</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GRAHAM]]></surname>
<given-names><![CDATA[George]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Children&#8217;s and adults&#8217; perceptions of elementary school physical education]]></article-title>
<source><![CDATA[The Elementary School Journal]]></source>
<year>2008</year>
<volume>108</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>241-9</page-range><publisher-loc><![CDATA[Chicago ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GUBA]]></surname>
<given-names><![CDATA[Egon]]></given-names>
</name>
<name>
<surname><![CDATA[LINCOLN]]></surname>
<given-names><![CDATA[Yvonna]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Competing paradigms in qualitative research]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[LINCOLN]]></surname>
<given-names><![CDATA[Yvonna]]></given-names>
</name>
<name>
<surname><![CDATA[DENZIN]]></surname>
<given-names><![CDATA[Norman]]></given-names>
</name>
</person-group>
<source><![CDATA[The landscape of qualitative research: theories and issues]]></source>
<year>1998</year>
<page-range>195-219</page-range><publisher-loc><![CDATA[Thousand Oaks ]]></publisher-loc>
<publisher-name><![CDATA[DENZIN]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HALL]]></surname>
<given-names><![CDATA[Grenita]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A tale of two pandemics: How will Covid-19 and global trends in physical inactivity and sedentary behavior affect one another?]]></article-title>
<source><![CDATA[Progress in Cardiovascular Diseases]]></source>
<year>2021</year>
<volume>64</volume>
<page-range>108-10</page-range><publisher-loc><![CDATA[United Kingdom ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HARDMAN]]></surname>
<given-names><![CDATA[Ken]]></given-names>
</name>
</person-group>
<source><![CDATA[Word-wide survey of school physical education: final report]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[Unesco]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HAY]]></surname>
<given-names><![CDATA[Peter]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Assessment for learning in physical education]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[KIRK]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<name>
<surname><![CDATA[MCDONALD]]></surname>
<given-names><![CDATA[Doune]]></given-names>
</name>
<name>
<surname><![CDATA[O&#8217;SULLIVAN]]></surname>
<given-names><![CDATA[Mary]]></given-names>
</name>
</person-group>
<source><![CDATA[International handbook of research in physical education]]></source>
<year>2006</year>
<page-range>312-25</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Sage]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HO]]></surname>
<given-names><![CDATA[Cyrus Sh]]></given-names>
</name>
<name>
<surname><![CDATA[CHEE]]></surname>
<given-names><![CDATA[Cornelia Yi]]></given-names>
</name>
<name>
<surname><![CDATA[HO]]></surname>
<given-names><![CDATA[Roger Cm]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mental health strategies to combat the psychological impact of Covid-19 beyond paranoia and panic]]></article-title>
<source><![CDATA[Annals of the Academy of Medicine of Singapore]]></source>
<year>2020</year>
<volume>49</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>155-60</page-range><publisher-loc><![CDATA[Singapore ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[JACINTO]]></surname>
<given-names><![CDATA[João]]></given-names>
</name>
</person-group>
<source><![CDATA[Programa de educação física]]></source>
<year>2001</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Ministério da Educação]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KAHAN]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<name>
<surname><![CDATA[MCKENZIE]]></surname>
<given-names><![CDATA[Thomas]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The potential and reality of physical education in controlling overweight and obesity]]></article-title>
<source><![CDATA[American Journal of Public Health]]></source>
<year>2015</year>
<volume>105</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>653-9</page-range><publisher-loc><![CDATA[Washington, DC ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KILLIAN]]></surname>
<given-names><![CDATA[Chad]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How do we do this? Distance learning in physical education. Part 2]]></article-title>
<source><![CDATA[Journal of Physical Education, Recreation &amp; Dance]]></source>
<year>2021</year>
<volume>92</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>11-7</page-range><publisher-loc><![CDATA[United Kingdom ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LESSARD-HÉBERT]]></surname>
<given-names><![CDATA[Michelle]]></given-names>
</name>
<name>
<surname><![CDATA[GOYETTE]]></surname>
<given-names><![CDATA[Gabriel]]></given-names>
</name>
<name>
<surname><![CDATA[BOUTIN]]></surname>
<given-names><![CDATA[Hérbert]]></given-names>
</name>
</person-group>
<source><![CDATA[Investigação qualitativa: fundamentos e práticas]]></source>
<year>1994</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Instituto Piaget]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MACEDO]]></surname>
<given-names><![CDATA[Laiz Mara]]></given-names>
</name>
<name>
<surname><![CDATA[NEVES]]></surname>
<given-names><![CDATA[Luís Eduardo]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Práticas de educação física na pandemia por Covid-19]]></article-title>
<source><![CDATA[Ensino em Perspectivas]]></source>
<year>2021</year>
<volume>2</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>1-5</page-range><publisher-loc><![CDATA[S. l ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARTINS]]></surname>
<given-names><![CDATA[Guilherme D.&#8216;Oliveira]]></given-names>
</name>
</person-group>
<source><![CDATA[Perfil do aluno à saída da escolaridade obrigatória]]></source>
<year>2017</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Ministério da Educação e Ciência]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MERRIAM]]></surname>
<given-names><![CDATA[Sharan]]></given-names>
</name>
<name>
<surname><![CDATA[TISDELL]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
</person-group>
<source><![CDATA[Qualitative research: a guide to design and implementation]]></source>
<year>2016</year>
<publisher-loc><![CDATA[San Francisco ]]></publisher-loc>
<publisher-name><![CDATA[Jossey-Bass]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MIRANDA]]></surname>
<given-names><![CDATA[Nuno]]></given-names>
</name>
<name>
<surname><![CDATA[PEREIRA]]></surname>
<given-names><![CDATA[Sónia]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O que a pandemia nos pode ensinar acerca da avaliação externa das aprendizagens?]]></article-title>
<source><![CDATA[Revista Internacional de Educación para la Justicia Social]]></source>
<year>2020</year>
<volume>9</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>259-80</page-range><publisher-loc><![CDATA[Madrid ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MOROCHO]]></surname>
<given-names><![CDATA[Elva Katherine]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Incidence of work stress In physical education teachers in times of pandemic]]></article-title>
<source><![CDATA[Turkish Journal of Computer and Mathematics Education]]></source>
<year>2021</year>
<volume>12</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>2837-44</page-range><publisher-loc><![CDATA[Turkey ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MP]]></surname>
<given-names><![CDATA[Portugal]]></given-names>
</name>
</person-group>
<source><![CDATA[Ministério do Planeamento. Plano de recuperação e resiliência: recuperar Portugal, construindo o futuro]]></source>
<year>2021</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Ministério do Planeamento]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NYENHUIS]]></surname>
<given-names><![CDATA[Sharmilee]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Exercise and fitness in the age of social distancing during the Covid-19 pandemic]]></article-title>
<source><![CDATA[The Journal of Allergy and Clinical Immunology]]></source>
<year>2020</year>
<volume>8</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>2152-5</page-range><publisher-loc><![CDATA[Milwaukee ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ÖHMAN]]></surname>
<given-names><![CDATA[Marie]]></given-names>
</name>
<name>
<surname><![CDATA[QUENNERSTEDT]]></surname>
<given-names><![CDATA[Ann]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Questioning the no-touch discourse in physical education from a children&#8217;s rights perspective]]></article-title>
<source><![CDATA[Sport, Education and Society]]></source>
<year>2017</year>
<volume>22</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>305-20</page-range><publisher-loc><![CDATA[Oxfordshire ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="book">
<collab>ONS. Organização sas Nações Unidas</collab>
<source><![CDATA[Declaração Universal dos Direitos Humanos]]></source>
<year>1948</year>
<publisher-loc><![CDATA[S. l ]]></publisher-loc>
<publisher-name><![CDATA[ONS]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OPFER]]></surname>
<given-names><![CDATA[Darleen]]></given-names>
</name>
<name>
<surname><![CDATA[PEDDER]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conceptualizing teacher professional learning]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>2011</year>
<volume>81</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>376-407</page-range><publisher-loc><![CDATA[Thousand Oaks ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PATO]]></surname>
<given-names><![CDATA[Sara]]></given-names>
</name>
<name>
<surname><![CDATA[FONTAINHA]]></surname>
<given-names><![CDATA[Elsa]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Fontes e consequências do stress dos professores durante a pandemia da Covid-19]]></article-title>
<source><![CDATA[Revista Portuguesa de Investigação Educacional]]></source>
<year>2021</year>
<volume>22</volume>
<page-range>1-17</page-range><publisher-loc><![CDATA[Porto ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PORTER]]></surname>
<given-names><![CDATA[Rachel]]></given-names>
</name>
<name>
<surname><![CDATA[FUSARELLI]]></surname>
<given-names><![CDATA[Lance]]></given-names>
</name>
<name>
<surname><![CDATA[FUSARELLI]]></surname>
<given-names><![CDATA[Bonnie]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Implementing the common core: How educators interpret curriculum reform]]></article-title>
<source><![CDATA[Educational Policy]]></source>
<year>2015</year>
<volume>29</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>111-39</page-range><publisher-loc><![CDATA[Thousand Oaks ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="book">
<collab>PORTUGAL</collab>
<source><![CDATA[Decreto-Lei 139/2012, de 5 de julho. Estabelece os princípios orientadores da organização e da gestão dos currículos, da avaliação dos conhecimentos e capacidades a adquirir e a desenvolver pelos alunos dos ensinos básico e secundário]]></source>
<year>2012</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Diário da República]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="book">
<collab>PORTUGAL</collab>
<source><![CDATA[Decreto-Lei n.º 55/2018, de 6 de julho. Estabelece o currículo dos ensinos básico e secundário e os princípios orientadores da avaliação das aprendizagens]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Diário da República]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="book">
<collab>PORTUGAL</collab>
<source><![CDATA[Decreto-Lei n.º 22-D/2021, de 22 de março. Estabelece medidas excecionais e temporárias relativas à pandemia da doença Covid-19 na área da educação]]></source>
<year>2021</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Diário da República]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RENZO JÚNIOR]]></surname>
<given-names><![CDATA[Paulo]]></given-names>
</name>
<name>
<surname><![CDATA[CORREIA]]></surname>
<given-names><![CDATA[Mesaque Silva]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Pandemia da Covid-19 e práticas de atividades físicas por estudantes do 9º ano do ensino fundamental]]></article-title>
<source><![CDATA[Science and Knowledge in Focus]]></source>
<year>2020</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>49-60</page-range><publisher-loc><![CDATA[Amapá ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RICHARDS]]></surname>
<given-names><![CDATA[Andrew]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Physical education teachers&#8217; perceptions of perceived mattering and marginalization]]></article-title>
<source><![CDATA[Physical Education and Sport Pedagogy Worcester]]></source>
<year>2018</year>
<volume>23</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>445-59</page-range></nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SACHS]]></surname>
<given-names><![CDATA[Judyth]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aprender para melhorar ou melhorar a aprendizagem: o dilema do desenvolvimento profissional contínuo dos professores]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[SIMÃO]]></surname>
<given-names><![CDATA[Ana Margarida]]></given-names>
</name>
<name>
<surname><![CDATA[FLORES]]></surname>
<given-names><![CDATA[Maria Assunção]]></given-names>
</name>
</person-group>
<source><![CDATA[Aprendizagem e desenvolvimento profissional de professores]]></source>
<year>2009</year>
<page-range>99-18</page-range><publisher-loc><![CDATA[Mangualde ]]></publisher-loc>
<publisher-name><![CDATA[Edições Pedagogo]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B52">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SEBASTIÃO]]></surname>
<given-names><![CDATA[Luís]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Manuel Ferreira Patrício: por uma pedagogia da sageza]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[TEIXEIRA]]></surname>
<given-names><![CDATA[António]]></given-names>
</name>
</person-group>
<source><![CDATA[Simpósio de homenagem a Manuel Ferreira Patrício]]></source>
<year>2017</year>
<page-range>121-8</page-range><publisher-loc><![CDATA[Évora ]]></publisher-loc>
<publisher-name><![CDATA[Mil]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B53">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Nuno Miranda e]]></given-names>
</name>
<name>
<surname><![CDATA[DINIS]]></surname>
<given-names><![CDATA[Sónia Pereira]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A educação física nos tempos de crise: que estatuto emerge?]]></article-title>
<source><![CDATA[Revista Portuguesa de Investigação Educacional]]></source>
<year>2022</year>
<numero>23</numero>
<issue>23</issue>
<page-range>1-33</page-range><publisher-loc><![CDATA[Porto ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B54">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Nuno Miranda e]]></given-names>
</name>
</person-group>
<source><![CDATA[Liderar organizações complexas: o caso das escolas]]></source>
<year>2019</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Chiado Books]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B55">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Nuno Miranda e]]></given-names>
</name>
</person-group>
<source><![CDATA[Resultados: práticas letivas na educação física durante a pandemia]]></source>
<year>2022</year>
<publisher-loc><![CDATA[Harvard ]]></publisher-loc>
<publisher-name><![CDATA[Harvard Dataverse]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B56">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SILVA-FILHO]]></surname>
<given-names><![CDATA[Edson]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Physical education role during coronavirus disease 2019 (Covid-19) pandemic Physical education and Covid-19]]></article-title>
<source><![CDATA[Motriz]]></source>
<year>2020</year>
<volume>26</volume>
<numero>6</numero>
<issue>6</issue>
<publisher-loc><![CDATA[Rio Claro ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B57">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SOUZA NETO]]></surname>
<given-names><![CDATA[Samuel de]]></given-names>
</name>
<name>
<surname><![CDATA[BENITES]]></surname>
<given-names><![CDATA[Larissa]]></given-names>
</name>
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Melissa Fernanda]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Da escola de ofício a profissão educação física: a constituição do habitus profissional de professor]]></article-title>
<source><![CDATA[Motriz]]></source>
<year>2010</year>
<volume>16</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>1033-44</page-range><publisher-loc><![CDATA[Rio Claro ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B58">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TULCHIN-FRANCIS]]></surname>
<given-names><![CDATA[Kirsten]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The impact of the coronavirus disease 2019 pandemic on physical activity in U.S. children]]></article-title>
<source><![CDATA[Journal of Sport and Health Science]]></source>
<year>2021</year>
<volume>10</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>323-32</page-range><publisher-loc><![CDATA[Amsterdam ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B59">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VAN LANCKER]]></surname>
<given-names><![CDATA[Wim]]></given-names>
</name>
<name>
<surname><![CDATA[PAROLIN]]></surname>
<given-names><![CDATA[Zachary]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Covid-19, school closures, and child poverty: A social crisis in the making]]></article-title>
<source><![CDATA[Lancet Public Health]]></source>
<year>2020</year>
<volume>5</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>243-4</page-range><publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B60">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VAREA]]></surname>
<given-names><![CDATA[Valeria]]></given-names>
</name>
<name>
<surname><![CDATA[GONZÁLEZ-CALVO]]></surname>
<given-names><![CDATA[Gustavo]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Touchless classes and absent bodies: Teaching physical education in times of Covid-19. Sport]]></article-title>
<source><![CDATA[Education and Society]]></source>
<year>2021</year>
<volume>26</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>831-45</page-range><publisher-loc><![CDATA[United Kingdom ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B61">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VARELA]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Physical inactivity and Covid-19: When pandemics collide]]></article-title>
<source><![CDATA[Journal of Physical Activity and Health]]></source>
<year>2021</year>
<volume>18</volume>
<numero>10</numero>
<issue>10</issue>
<page-range>1159-60</page-range><publisher-loc><![CDATA[Hanover ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B62">
<nlm-citation citation-type="">
<collab>WHO. World Health Organization. [1946]</collab>
<source><![CDATA[Constitution]]></source>
<year>1946</year>
<publisher-loc><![CDATA[S. l ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B63">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WILLIAMS]]></surname>
<given-names><![CDATA[Jonh]]></given-names>
</name>
<name>
<surname><![CDATA[PILL]]></surname>
<given-names><![CDATA[Shane]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[What does the term &#8216;quality physical education&#8217; mean for health and physical education teachers in Australian Capital Territory schools?]]></article-title>
<source><![CDATA[European Physical Education Review]]></source>
<year>2019</year>
<volume>25</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>1193-210</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B64">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WUEST]]></surname>
<given-names><![CDATA[Deborah]]></given-names>
</name>
<name>
<surname><![CDATA[BUCHER]]></surname>
<given-names><![CDATA[Charles]]></given-names>
</name>
</person-group>
<source><![CDATA[Foundations of physical education, exercise science, and sport]]></source>
<year>2021</year>
<edition>20</edition>
<publisher-loc><![CDATA[Columbus ]]></publisher-loc>
<publisher-name><![CDATA[McGraw-Hill]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
