<?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>1646-933x</journal-id>
<journal-title><![CDATA[Educação, Formação e Tecnologias]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Form. Tecnol.]]></abbrev-journal-title>
<issn>1646-933x</issn>
<publisher>
<publisher-name><![CDATA[Educom - Associação Portuguesa de Telemática Educativa]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1646-933x2016000200081</article-id>
<article-id pub-id-type="doi">10.1549/1646933Xv9n22016010600081</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Integração das Tecnologias Educacionais nas Aulas de Educação Física: Uma Análise a partir da (Re)Formulação Curricular no Ensino Médio de uma Escola Pública do Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[The integration of educational technologies in physical education classes: an analysis from curricular (re)formulation in middle school of a public school of Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morisso]]></surname>
<given-names><![CDATA[Maríndia Mattos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas]]></surname>
<given-names><![CDATA[Tairone Girardon de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mallmann]]></surname>
<given-names><![CDATA[Elena Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>9</volume>
<numero>2</numero>
<fpage>81</fpage>
<lpage>91</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1646-933x2016000200081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1646-933x2016000200081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1646-933x2016000200081&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A necessidade de integra&#231;&#227;o das tecnologias na educa&#231;&#227;o tem crescido nos &#250;ltimos anos. No Brasil a partir dos anos 90, pol&#237;ticas p&#250;blicas passaram a ser criadas com a intencionalidade de oferecer infraestrutura e forma&#231;&#245;es para os professores trabalharem com as tecnologias na pr&#225;tica pedag&#243;gica. Neste caso, devido ao fato da Educa&#231;&#227;o F&#237;sica ser um componente curricular obrigat&#243;rio da educa&#231;&#227;o b&#225;sica, podemos considerar que ela tamb&#233;m necessita buscar alternativas para integrar as tecnologias de modo que contribuam para o processo de ensino-aprendizagem. Com base nestes argumentos, este artigo tem como objetivo discutir e analisar, a partir de uma pesquisa-a&#231;&#227;o em andamento, como uma professora de Educa&#231;&#227;o F&#237;sica de uma escola p&#250;blica de ensino m&#233;dio do Brasil, integra as tecnologias educacionais no planejamento e nas aulas. Na escola em quest&#227;o, h&#225; tr&#234;s anos foi realizada uma (re)formula&#231;&#227;o do componente curricular, definindo temas e subtemas para serem trabalhados ao longo dos &#250;ltimos anos da educa&#231;&#227;o b&#225;sica, planejando de forma colaborativa e integrando as tecnologias. No entanto, nos primeiros movimentos da pesquisa observamos que a forma como a professora integra as tecnologias nas aulas permanece a mesma do in&#237;cio da (re)formula&#231;&#227;o, assim como os demais materiais e atividades que foram planejadas, evidenciando que o movimento de inova&#231;&#227;o pedag&#243;gica n&#227;o foi cont&#237;nuo. Acreditamos que isso ocorre porque a professora sente-se confort&#225;vel com o planejamento que tem. Dessa forma a continuidade da pesquisa-a&#231;&#227;o pretende, de forma colaborativa com a professora, consolidar as potencialidades de integra&#231;&#227;o das tecnologias tornando as aulas mais participativas e interativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Abstract: The need for technology integration in education has grown in recent years. In Brazil since the 1990s, public policies have been created with the intention of providing infrastructure and training for teachers to work with technologies in pedagogical practice. In this case, because Physical Education is a required curricular component of basic education, we can consider that it also needs to look for alternatives to integrate the technologies in a way that contributes to the teaching-learning process. Therefore, based on these arguments, this article aims to discuss and analyze from an action research in progress as a Physical Education teacher of a public high school in Brazil, integrates educational technologies in planning and in classes. At school in question, three years ago the (re)formulation of curricular component was carried out, defining themes and sub-themes to be worked through in the last years of basic education, collaborative planning and integrating technologies. However, in the first movements of the research we observed that the way the teacher integrates the technologies in the classroom remains the same as the beginning of the (re)formulation, as well as the other materials and activities that were planned. Therefore, the pedagogical innovation movement was not continuous. We believe this is because the teacher feels comfortable with the planning she has. In this way, the continuity of action research aims, in a collaborative way with the teacher, to consolidate the integration potential of the technologies, making classes more participative and interactive.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Física]]></kwd>
<kwd lng="pt"><![CDATA[Inovação Pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Physical Education]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogical Innovation]]></kwd>
<kwd lng="pt"><![CDATA[Educational Technologies]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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