<?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>S1517-97022023000100602</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202349247388</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Se-Movimentar ginástico: um olhar fenomenológico sobre o processo de ensino e aprendizagem da ginástica]]></article-title>
<article-title xml:lang="en"><![CDATA[Gymnastic self-movement: a phenomenological approach at the teaching and learning gymnastics process]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carbinatto]]></surname>
<given-names><![CDATA[Michele Viviene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Henrique]]></surname>
<given-names><![CDATA[Nayana Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Patricio]]></surname>
<given-names><![CDATA[Tamiris Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</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=S1517-97022023000100602&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022023000100602&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022023000100602&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Por meio de metodologias em que a participação do praticante no processo de ensino e aprendizagem ocupe papel central, há a promoção da autonomia e fortalecimento da motivação para aprender. Para a fenomenologia, o sujeito é o protagonista da ação, uma vez que a intenção da atividade só pode ser vivida como um encontro entre o sujeito e a própria atividade e, por sua vez, entre sua corporeidade e o meio em que está inserido, incorporando-se ao mundo. Nosso recorte esportivo e de análise voltou-se à Ginástica para Todos (GPT). O objetivo deste estudo é salientar hipóteses férteis no campo da metodologia de trabalho no âmbito esportivo. A pesquisa fenomenológica se mostrou ideal aos objetivos do estudo: compreender as experiências do &#8220;mundo vivido&#8221; na ginástica diante das diferentes metodologias de ensino: centrada no professor e centrada no aluno. A investigação tomou como base de coleta a pesquisa-ação. A análise dos dados foi realizada pela redução fenomenológica. Para tal, definiram-se dois eixos, que se mesclaram, mas que foram apresentados com suas raízes analíticas: a) Se-movimentar gímnico: a incorporação do mundo; e b) Toda vida humana é relação. Pelo olhar fenomenológico, a prática pedagógica só pode ser vivida como um encontro entre o educador e o educando, e dos educandos entre si, entre corporeidades. Nesta intenção pedagógica, há intensa e contínua comunicação, em que transparecem alegrias, desejos, conquistas, descobertas, tristezas, medos e incertezas pelo movimentar-se.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Through methodologies in which the participation of the practitioner in the teaching and learning process plays a central role, autonomy is promoted and motivation to learn is strengthened. For the phenomenology, the participant is the action protagonist, considering the intention of the activity can only be experienced as an encounter between the subject and the activity itself and, in turn, among its corporeality and the environment in which it is inserted, joining the world. The focus of our analysis turned to Gymnastics for All (GfA). The aim of this study is to highlight fertile hypotheses in the methodology field of work in sports. The phenomenological research presented to be ideal for the aims of the study: to understand the experiences of the &#8220;lived world&#8221; in gymnastics in view of the different teaching methodologies: teacher-centered and student-centered. The investigation was based on action research. Data analysis was conducted by phenomenological reduction. With this in focus, two mixed-axes were defined, but presented with analytical roots: a) Gymnastic movement: the incorporation of the world; and b) All human life is related. From the phenomenological point of view, the pedagogical practice can only be experienced as a meeting between the educator and the student, and among the students among themselves, between corporeity&#8217;s. In this pedagogical intention, there is intense and continuous communication, in which happiness, desires, conquests, discoveries, sadness, fears and uncertainties through moving.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Metodologias]]></kwd>
<kwd lng="pt"><![CDATA[Ginástica para todos]]></kwd>
<kwd lng="pt"><![CDATA[Fenomenologia]]></kwd>
<kwd lng="pt"><![CDATA[Corporeidade]]></kwd>
<kwd lng="en"><![CDATA[Methodology]]></kwd>
<kwd lng="en"><![CDATA[Gymnastics for All]]></kwd>
<kwd lng="en"><![CDATA[Phenomenology]]></kwd>
<kwd lng="en"><![CDATA[Corporeity]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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