<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2016000400007</article-id>
<article-id pub-id-type="doi">10.7213/1981-416X.16.050.DS06</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Dilemas e aprendizagens profissionais de professores iniciantes de educação física]]></article-title>
<article-title xml:lang="en"><![CDATA[Dilemmas and apprenticeships professional of beginning teachers of physical education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gariglio]]></surname>
<given-names><![CDATA[José Ângelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reis]]></surname>
<given-names><![CDATA[Carolina Guimarães]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></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>16</volume>
<numero>50</numero>
<fpage>911</fpage>
<lpage>936</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2016000400007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2016000400007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2016000400007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este texto relata alguns dos resultados de nossa pesquisa que teve como objeto de estudo central a an&#225;lise dos processos de inicia&#231;&#227;o &#224; doc&#234;ncia de licenciados em Educa&#231;&#227;o F&#237;sica (EF). O estudo tem como objetivos identificar quais as percep&#231;&#245;es que professores de Educa&#231;&#227;o F&#237;sica iniciantes t&#234;m deste ciclo de desenvolvimento profissional; analisar como professores de Educa&#231;&#227;o F&#237;sica iniciantes pensam e atuam profissionalmente de forma a integra-se &#224;s situa&#231;&#245;es de trabalho; entender como os professores iniciantes aprendem a ensinar nos primeiros anos de exerc&#237;cio profissional na escola. A pesquisa lan&#231;ou m&#227;o dos seguintes instrumentos de coleta de dados: realiza&#231;&#227;o de entrevistas com docentes iniciantes e an&#225;lise de casos de ensino confeccionados por meio de relatos escritos. Nosso estudo aponta para o car&#225;ter situado da inicia&#231;&#227;o &#224; doc&#234;ncia no qual se podem verificar singularidades de experi&#234;ncias e percep&#231;&#245;es sobre esse ciclo de desenvolvimento profissional. Esse car&#225;ter contextual da inser&#231;&#227;o profissional mostrou-se fortemente relacionado ao campo disciplinar (EF) a qual os professores pertencem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper reports some results of our research where the main object of study to analyze the processes of initiation to teaching graduates in physical education (PE). The study aims to identify the perceptions that physical education teachers beginners have this professional development cycle; analyze how Physical Education teachers beginners think and act professionally so integrated with the work situations; understand how beginning teachers learn to teach in the early years of professional experience in school. The research made use of the following data collection tools: interviews with beginning teachers and analysis of teaching cases made through written reports. Our study points to the character set of the initiation to teaching in which to check uniqueness of experiences and perceptions of this professional development cycle. This contextual character of employability was strongly related to the disciplinary field (EF) which teachers belong.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Professores de Educação Física]]></kwd>
<kwd lng="pt"><![CDATA[Professores Iniciantes]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Docente]]></kwd>
<kwd lng="en"><![CDATA[Teachers of Physical Education]]></kwd>
<kwd lng="en"><![CDATA[Beginning teachers]]></kwd>
<kwd lng="en"><![CDATA[Teacher Learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
