<?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>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312022000100106</article-id>
<article-id pub-id-type="doi">10.26512/lc28202240779</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Por uma sociedade menos injusta: experiências com a Educação Física cultural]]></article-title>
<article-title xml:lang="es"><![CDATA[Por una sociedad menos injusta: experiencias con la Educación Física cultural]]></article-title>
<article-title xml:lang="en"><![CDATA[For a less unfair society: experiences with cultural Physical Education]]></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>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312022000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312022000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312022000100106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A mazela da desigualdade social desafia a sociedade como um todo e a educação em específico. No caso da Educação Física, a perspectiva curricular cultural se autoproclama comprometida com o combate à injustiça social. Com o objetivo de verificar a efetividade dessa proposta, o presente artigo analisa relatos de experiências. Conclui que os docentes que colocam o currículo cultural em ação tematizam práticas corporais do repertório de grupos diversos sem hierarquizar conhecimentos. Essa &#8220;ecologia de saberes&#8221; se mostra potente na formação de sujeitos solidários, ponto de partida para a construção de uma sociedade menos injusta.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La desigualdad afecta terriblemente a la sociedad en general y también a la educación. En el caso de la Educación Física, la perspectiva curricular cultural se proclama comprometida con la lucha contra la injusticia social. Para verificar la efectividad de esta propuesta, este artículo analiza los informes de experiencia. Se concluye que los profesores que ponen en marcha el currículo cultural tematizan prácticas corporales desde el repertorio de diferentes colectivos, sin priorizar conocimientos. Esta &#8220;ecología del conocimiento&#8221; resulta poderosa en la formación de sujetos solidarios, un punto de partida para la construcción de una sociedad menos injusta.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The blemish of inequality challenges society as a whole and education in particular. In the case of Physical Education, the cultural curricular perspective proclaims itself committed to combating social injustice. With the intention of examining the effectiveness of the proposal, this article scrutinizes reports of experiences. It concludes that teachers who put the cultural curriculum into action thematize bodily practices from the repertoire of different groups, without prioritizing knowledge. This &#8220;ecology of knowledge&#8221; proves to be powerful in the formation of solidary subjects, a starting point for the construction of a less unfair society.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Educação Física]]></kwd>
<kwd lng="pt"><![CDATA[Justiça social]]></kwd>
<kwd lng="es"><![CDATA[Curriculum]]></kwd>
<kwd lng="es"><![CDATA[Educación Física]]></kwd>
<kwd lng="es"><![CDATA[Justicia social]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Physical Education]]></kwd>
<kwd lng="en"><![CDATA[Social justice]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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