<?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>1981-4690</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Física e Esporte]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. fís. esporte]]></abbrev-journal-title>
<issn>1981-4690</issn>
<publisher>
<publisher-name><![CDATA[Escola de Educação Física e Esporte da Universidade de São Paulo  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-46902015000300421</article-id>
<article-id pub-id-type="doi">10.1590/1807-55092015000300421</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A ambientalização curricular de programas de Educação Física em universidades federais do Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[ Curricular environmentalization in Physical Education programs in Brazilian Federal Universities ]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RODRIGUES]]></surname>
<given-names><![CDATA[Cae]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Sergipe Centro de Ciências Biológicas e da Saúde ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2015</year>
</pub-date>
<volume>29</volume>
<numero>3</numero>
<fpage>421</fpage>
<lpage>437</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-46902015000300421&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-46902015000300421&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-46902015000300421&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo do artigo foi analisar evid&#234;ncias de ambientaliza&#231;&#227;o curricular em programas de educa&#231;&#227;o f&#237;sica no contexto do ensino superior brasileiro. De acordo com esse objetivo, o "corpus" de an&#225;lise foi composto pelos planos de ensino de disciplinas que abordam quest&#245;es ambientais em programas de educa&#231;&#227;o f&#237;sica de Universidades Federais do Brasil. O "corpus" foi analisado a partir da An&#225;lise Textual Discursiva, metodologia que compreende: a) desmontagem dos textos (unitariza&#231;&#227;o); b) estabelecimento de rela&#231;&#245;es (categoriza&#231;&#227;o); c) capta&#231;&#227;o de um novo emergente (metatexto original). As unidades de significado destacadas na etapa de unitariza&#231;&#227;o foram organizadas em categorias pr&#233;-definidas a partir das caracter&#237;sticas da Rede ACES para um estudo ambientalizado. A escolha desse referencial ("benchmark") se justifica por sua representatividade diante das produ&#231;&#245;es cient&#237;ficas no campo ambiental, constituindo-se como significativo (con)texto social atual, trazendo em suas defini&#231;&#245;es o resultado de embates hist&#243;ricos em torno da emerg&#234;ncia/legitima&#231;&#227;o de elementos que constituem os atuais conceitos sobre o "ambiental". Esperar-se-ia, assim, que pelo menos os conceitos chaves de cada categoria fossem contemplados pelas propostas presentes em planos de ensino de disciplinas que prop&#245;em um di&#225;logo entre o campo ambiental e o campo da educa&#231;&#227;o f&#237;sica. No entanto, os resultados da pesquisa mostram uma realidade bem diferente, colocando em evid&#234;ncia as pr&#225;ticas esportivas e recreativas na natureza como foco quase que exclusivo das disciplinas que abordam quest&#245;es ambientais em programas de educa&#231;&#227;o f&#237;sica de Universidades Federais do Brasil. Nos argumentos conclusivos s&#227;o apresentadas significativas evid&#234;ncias sobre as dimens&#245;es dos discursos ambientais que est&#227;o sendo incorporados pelos curr&#237;culos de educa&#231;&#227;o f&#237;sica no &#226;mbito do ensino (superior), assim como novas/"alternativas" perspectivas que emergem nos encontros entre o campo ambiental e o campo da educa&#231;&#227;o f&#237;sica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of the paper was to analyze evidences of curricular environmentalization in physical education programs in higher education settings in Brazil. Accordingly, the corpus of analysis was composed by guides of academic units that address environmental issues in physical education programs of Federal Universities in Brazil. The corpus was analyzed through Discursive Textual Analysis, methodology that comprises: a) disassembling of written texts ("unitarization"); b) establishing relations (categorization); c) capturing of an emerging novelty (original "metatext"). The "units of meaning" highlighted during the unitarization step were organized into predefined categories based on characteristics framed by the ACES Network for an environmentalized study. This benchmark was chosen due to its academic strength in front of the environmental field, presenting itself as a significant current social (con)text and bringing in its definitions results of historical clashes surrounding the emergency/legitimation of elements that constitute contemporary concepts about the "environment". Thus, it should be expected that at least the key concepts of each category were embraced by academic units that propose a dialogue between the environmental field and the field of physical education. However, the results of this research show a very different reality, putting in evidence sportive and recreational activities in nature as the almost exclusive focus of academic units that address environmental issues in physical education programs of Federal Universities in Brazil. Furthermore, the paper's conclusive arguments present significant evidences about the dimensions of environmental discourses that are being incorporated by physical education curricula in higher education settings, as well as new/"alternative" perspectives that emerge when the environmental and the physical education fields cross paths.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Meio ambiente]]></kwd>
<kwd lng="pt"><![CDATA[Ensino escolar]]></kwd>
<kwd lng="pt"><![CDATA[Educação ambiental]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Environment]]></kwd>
<kwd lng="en"><![CDATA[Formal education]]></kwd>
</kwd-group>
</article-meta>
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