<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762020000200827</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2020v18i2p827-846</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[OS CONTEÚDOS NO CURRÍCULO CULTURAL DA EDUCAÇÃO FÍSICA E A VALORIZAÇÃO DAS DIFERENÇAS: ANÁLISES DA PRÁTICA PEDAGÓGICA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE CONTENTS IN THE CULTURAL CURRICULUM OF PHYSICAL EDUCATION AND THE VALUATION OF DIFFERENCES: ANALYSIS OF PEDAGOGICAL PRACTICE]]></article-title>
<article-title xml:lang="es"><![CDATA[LOS CONTENIDOS EN EL CURRÍCULO CULTURAL DE LA EDUCACIÓN FÍSICA Y LA VALORIZACIÓN DE LAS DIFERENCIAS: ANÁLISIS DE LA PRÁCTICA PEDAGÓGICA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NEIRA]]></surname>
<given-names><![CDATA[Marcos Garcia]]></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[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>18</volume>
<numero>2</numero>
<fpage>827</fpage>
<lpage>846</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762020000200827&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762020000200827&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762020000200827&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo descreve uma pesquisa que investigou o que é conteúdo no currículo cultural da Educação Física e como ele é abordado. Apoiado nos argumentos do pós-estruturalismo, mais especificamente o papel exercido pela linguagem na produção da realidade, e da noção de diferença cultural extraída do pós-colonialismo, submeteu à análise 17 relatos de experiência produzidos por professores e professoras atuantes na Educação Básica e que afirmam inspirar-se na proposta. Os resultados evidenciam um rompimento com a visão tradicional do conhecimento e das atividades de ensino. Constatou-se que os conteúdos compreendem os discursos verbais e não verbais alusivos às práticas corporais, independentemente da fonte, acessados mediante encaminhamentos pedagógicos diversificados. Devido ao comprometimento ético-político da proposta, as situações didáticas problematizam as narrativas hegemônicas e desconstroem as representações pejorativas sobre as manifestações culturais corporais dos grupos minoritários. Consequentemente, valoriza-se o direito às diferenças com o recurso da etnografia, historiografia e arquegenealogia das brincadeiras, danças, lutas ou esportes tematizados nas aulas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article describes a research that aimed to investigate what are the contents covered in the cultural curriculum of Physical Education and the way it happens. Supported by the arguments of post-structuralism, more specifically the role of language in the production of reality, and the notion of cultural difference extracted from post-colonialism, it submitted to analysis 17 experience reports produced by teachers working in Basic Education and who affirm be inspired by the proposal. The results show a break with the traditional view of knowledge and teaching activities. It was found that the contents comprise verbal and non-verbal speeches alluding to body practices, regardless of the source, accessed through diverse didactic situations. Due to the ethical-political commitment of the proposal, the didactic situations problematize the hegemonic narratives and deconstruct the pejorative representations about the minority groups&#8217; bodily cultural manifestations. Consequently, it values &#8203;&#8203;the right to differences with the use of ethnography, historiography and archegenealogy of games, dances, fights or sports themed in classes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo describe una investigación que tuvo como objetivo investigar cuáles son los contenidos cubiertos en el plan de estudios cultural de Educación Física y la forma en que sucede. Apoyado por los argumentos del postestructuralismo, más específicamente el papel del lenguaje en la producción de la realidad, y de la noción de diferencia cultural extraída del poscolonialismo, sometió a análisis 17 informes de experiencias producidos por maestros que trabajan en Educación Básica y que afirman inspírate con la propuesta. Los resultados muestran una ruptura con la visión tradicional del conocimiento y las actividades de enseñanza. Se encontró que los contenidos comprenden discursos verbales y no verbales alusivos a las prácticas corporales, independientemente de la fuente, a los que se accede a través de diversas situaciones didácticas. Debido al compromiso ético-político de la propuesta, las situaciones didácticas problematizan las narrativas hegemónicas y deconstruyen las representaciones peyorativas sobre las manifestaciones culturales corporales de los grupos minoritarios. En consecuencia, valora el derecho a las diferencias con el uso de etnografía, historiografía y arqueología de juegos, bailes, peleas o deportes temáticos en las clases.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Física]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Cultura]]></kwd>
<kwd lng="pt"><![CDATA[Conteúdo]]></kwd>
<kwd lng="pt"><![CDATA[Diferenças.]]></kwd>
<kwd lng="en"><![CDATA[Physical Education]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Culture]]></kwd>
<kwd lng="en"><![CDATA[Content]]></kwd>
<kwd lng="en"><![CDATA[differences.]]></kwd>
<kwd lng="es"><![CDATA[Educación Física]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Cultura]]></kwd>
<kwd lng="es"><![CDATA[Contenido]]></kwd>
<kwd lng="es"><![CDATA[Diferencias.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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