<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932016000100059</article-id>
<article-id pub-id-type="doi">10.5965/151939932112016073</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação continuada do professor de Educação Física com foco na inclusão escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Continuing education for the physical education teacher aiming school inclusion]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fiorini]]></surname>
<given-names><![CDATA[Maria Luiza Salzani]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manzini]]></surname>
<given-names><![CDATA[Eduardo José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista Programa de Pós-Graduação em Educação Departamento de Educação Especial]]></institution>
<addr-line><![CDATA[Marília SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<volume>21</volume>
<numero>1</numero>
<fpage>59</fpage>
<lpage>73</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932016000100059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932016000100059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932016000100059&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Fundamentada na pesquisa reflexiva e colaborativa para a forma&#231;&#227;o de professores, a presente pesquisa teve como objetivo avaliar, sob o ponto de vista dos professores de Educa&#231;&#227;o F&#237;sica que trabalhavam com alunos com defici&#234;ncia e alunos com autismo matriculados no Ensino Regular, as aulas de uma forma&#231;&#227;o te&#243;rica em rela&#231;&#227;o aos conte&#250;dos, din&#226;mica, material impresso e colabora&#231;&#227;o para a pr&#225;tica docente. Os participantes foram 16 professores de Educa&#231;&#227;o F&#237;sica, organizados em dois grupos: oito no per&#237;odo da manh&#227; e oito &#224; tarde. A forma&#231;&#227;o te&#243;rica ocorreu por meio de cinco aulas te&#243;rico-expositivas e contemplou nove temas: defini&#231;&#245;es, atitudes e concep&#231;&#245;es frente &#224; inclus&#227;o, Tecnologia Assistiva, autismo, defici&#234;ncia f&#237;sica, fam&#237;lia, quest&#245;es administrativo-escolares, defici&#234;ncia visual e treinamento de colegas tutores. Os resultados indicaram: (1) que foi importante planejar a forma&#231;&#227;o te&#243;rica a partir da demanda dos professores de Educa&#231;&#227;o F&#237;sica; (2) que disponibilizar aos formadores as necessidades dos formandos foi uma a&#231;&#227;o de sucesso, influenciando na realiza&#231;&#227;o e na avalia&#231;&#227;o das aulas; (3) que o n&#250;mero de aulas e a carga hor&#225;ria foram pertinentes &#224;s condi&#231;&#245;es para o desenvolvimento da pesquisa. Conclui-se que os conte&#250;dos mais bem avaliados foram aqueles que esclareceram d&#250;vidas, desmistificaram o senso comum ou abrangeram teorias al&#233;m do tema espec&#237;fico da aula; as din&#226;micas mais bem avaliadas foram aquelas que utilizaram figuras, fotos e v&#237;deos e que permitiram a reflex&#227;o e a exemplifica&#231;&#227;o do qu&#234; e como fazer; os materiais impressos mais bem avaliados foram os que apresentaram sugest&#245;es de estrat&#233;gia de ensino e recursos pedag&#243;gicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The present study was based on reflective and collaborative research for teacher training. From the point of view of physical education teachers who work with disabled students and students with autism enrolled at regular schools, the aim was to evaluate the theoretical training classes regarding the syllabus, dynamics, printed materials and collaboration in teaching practice. The 16 physical education teachers who participated in the study were divided into two groups: eight in the morning and eight in the afternoon shift. The theoretical training classes included five theoretical lectures and covered nine themes, as follows: definitions, attitudes and conceptions in face of inclusion, assistive technology, autism, disabilities, family, administrative and school issues, visual impairment and tutor training. The results indicated that: (1) it is important to plan the theoretical training classes taking into account the needs of physical education teachers; (2) the classes of trainers who were aware of the needs of the trainees were successful, influencing achievement and selfassessment of the classes; (3) the number of classes and the work load met the relevant conditions for the development of research. It may be concluded that the best evaluated syllabuses were those in which doubts were clarified, common sense was demystified and theories beyond the specific subject of the lesson were covered. The best evaluated dynamics were those that motivated the class, used pictures, photos and videos that allowed reflection and examples of what and how to do; the best reviewed printed materials were those that presented suggestions for teaching strategies and learning resources.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Regular]]></kwd>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa Colaborativa]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Regular Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Collaborative Research]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
