<?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>S1809-38762024000100289</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2024v22e64142</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Traduções do discurso curricular oficial para o contexto da prática]]></article-title>
<article-title xml:lang="en"><![CDATA[Translations of official curricular discourse into the context of practice]]></article-title>
<article-title xml:lang="es"><![CDATA[Traducciones del discurso curricular oficial al contexto de la práctica]]></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>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>22</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762024000100289&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762024000100289&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762024000100289&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo objetivou compreender como os professores de Educação Física que participaram dos cursos de formação voltados à implementação da política curricular municipal traduzem para a prática o discurso materializado no documento oficial. Para tanto, foram produzidos relatos de experiência a partir de entrevistas com os participantes que afirmam colocar em ação a proposta. Ancoradas no referencial teórico pós-estruturalista, as narrativas docentes foram confrontadas com os argumentos que sustentam o discurso oficial. Inferiu-se que a preocupação dos educadores se volta às questões metodológicas. A ênfase dada ao saber como fazer, em vez de uma apropriação crítica da epistemologia que subsidia a política curricular em questão, configura uma visão reducionista, ao que tudo indica, decorrente do modo de condução das ações formativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aimed to understand how Physical Education teachers who participated in training courses aimed at implementing municipal curriculum policy translate the discourse materialized in the official document into practice. To this end, experience reports were produced based on interviews with participants who claim to put the proposal into action. Anchored in the post-structuralist theoretical framework, the teaching narratives were confronted with the arguments that support the official discourse. It was inferred that the teaching concern focuses on methodological issues. The emphasis given to knowing how to do it instead of a critical appropriation of the epistemology that supports curricular policy configures a reductionist vision, apparently resulting from the way in which training actions are conducted.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tuvo como objetivo comprender cómo los profesores de Educación Física que participaron de cursos de formación destinados a implementar la política curricular municipal traducen en la práctica el discurso materializado en el documento oficial. Para ello se elaboraron relatos de experiencia a partir de entrevistas a los participantes que afirman haber puesto en práctica la propuesta. Ancladas en el marco teórico postestructuralista, las narrativas docentes fueron confrontadas con los argumentos que sustentan el discurso oficial. Se infirió que la preocupación docente se centra en cuestiones metodológicas. El énfasis puesto en el saber hacer en lugar de una apropiación crítica de la epistemología que sustenta la política curricular configura una visión reduccionista, aparentemente resultante de la forma en que se conducen las acciones formativas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[Educação Física]]></kwd>
<kwd lng="pt"><![CDATA[cultura]]></kwd>
<kwd lng="pt"><![CDATA[política curricular]]></kwd>
<kwd lng="pt"><![CDATA[prática]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[Physical Education]]></kwd>
<kwd lng="en"><![CDATA[culture]]></kwd>
<kwd lng="en"><![CDATA[curriculum policy]]></kwd>
<kwd lng="en"><![CDATA[practice]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[Educación Física]]></kwd>
<kwd lng="es"><![CDATA[cultura]]></kwd>
<kwd lng="es"><![CDATA[política curricular]]></kwd>
<kwd lng="es"><![CDATA[práctica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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