<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062019000100083</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.vol29.n60.p83-97</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[REPRESENTAÇÕES SOCIAIS DE DISCENTES DE PEDAGOGIASOBRE O COMPONENTE CURRICULAR EDUCAÇÃO FÍSICA]]></article-title>
<article-title xml:lang="en"><![CDATA[SOCIAL REPRESENTATIONS OF PEDAGOGY STUDENTS ON THE CURRICULAR COMPONENT PHYSICAL EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[REPRESENTACIONES SOCIALES DE DISCENTES DE PEDAGOGÍA SOBRE ELCOMPONENTE CURRICULAR EDUCACIÓN FÍSICA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Missias-Moreira]]></surname>
<given-names><![CDATA[Ramon]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Anderson de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Vale do São Francisco  ]]></institution>
<addr-line><![CDATA[ Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Sudoeste da Bahia  ]]></institution>
<addr-line><![CDATA[ Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>29</volume>
<numero>60</numero>
<fpage>83</fpage>
<lpage>97</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062019000100083&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062019000100083&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062019000100083&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A Educação Física (EF) no ensino superior possui um caráter prático desportivo, a fim de proporcionar aos alunos uma diversidade de atividades, com o intuito de ampliar o conhecimento dos mesmos sobre a cultura corporal de movimento. Nesse sentido, esse estudo objetivou apreender as representações sociais de discentes do Curso de Pedagogia da Universidade Estadual do Sudoeste da Bahia (UESB) sobre os componentes curriculares EF I, II e III. Trata-se de um estudo descritivo-exploratório, de abordagem qualitativa. Realizou-se a entrevista semiestruturada com 38 discentes do Curso de Pedagogia da UESB, tendo os resultados sido analisados a partir da técnica de análise de conteúdo. Após análise dos conteúdos manifestos, as unidades de análise foram agrupadas em 3 categorias que expressam representações negativas dos estudantes universitários sobre os componentes curriculares EF I, II e III, a saber: Descompromisso Docente; Ausência da Importância da EF I, II e III; e, Obrigação Acadêmica. Desta forma, concluímos que os componentes curriculares, da forma como foram apresentados, solidificaram as representações sociais dos alunos, de forma aos mesmos apresentarem em suas manifestações vários aspectos que revelam que, por vezes, os componentes curriculares não foram tratados com a relevância que deveria, influenciando negativamente nas representações dos discentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Physical Education (PE) in higher education has a practical sporting character, in order to provide students with a diversity of activities, aiming at increasing their knowledge about the body culture of movement. In this sense, this study aimed to apprehend the social representations of students of the Pedagogy Course of the State University of the Southwest of Bahia (UESB) on the curricular components EF (Elementary School) I, II and III. This is a descriptive-exploratory study with a qualitative approach. A semi-structured interview was conducted with 38 students from the UESB Pedagogy Course, and the results were analyzed using the content analysis technique. After the analysis of the manifest contents, the units of analysis were grouped into 3 categories that express negative representations of university students about the curricular components in EF I, II and III, namely: Teacher Disengagement; Absence of the Importance of EF I, II and III; and Academic Obligation. This way, we concluded that the curricular components, as presented, solidified the social representations of the students, so that they present, in their manifestations, several aspects that reveal that sometimes the curricular components were not treated with the relevance they should have been, negatively influencing students' representations.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La Educación Física (EF) en la enseñanza superior tiene un carácter práctico deportivo, a fin de proporcionar a los alumnos una diversidad de actividades, con el objetivo de ampliar el conocimiento de estos sobre la cultura corporal de movimiento. En este sentido, el presente estudio busca aprehender las representaciones sociales de discentes del Curso de Pedagogía de la Universidad Estadual del Sudoeste de Bahía (UESB) sobre los componentes curriculares EF I, II y III. Se trata de un estudio descriptivo-exploratorio, de abordaje cualitativo. Se realizó una entrevista semiestructurada a 38 discentes del Curso de Pedagogía de la UESB, cuyo resultado se analizó con base en la técnica de análisis de contenido. Tras el análisis de los contenidos manifestados, las unidades de análisis se agruparon en 3 categorías que expresan representaciones negativas de los estudiantes universitarios sobre los componentes curriculares EF I, II y III, a saber: Descompromiso Docente; Ausencia de la importancia de la EF I, II y III; y, ObligaciónAcadémica. Con base en los resultados obtenidos, concluimos que la manera en que se plantearon los componentes curriculares fortaleció las representaciones sociales de los alumnos, los cuales manifestaron varios aspectos que indican que ocasionalmente loscomponentes curriculares no fueron tratados con la relevancia que merecían, lo que influyó negativamente en las representaciones de los discentes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Representações Sociais]]></kwd>
<kwd lng="pt"><![CDATA[Discentes]]></kwd>
<kwd lng="pt"><![CDATA[Educação Física]]></kwd>
<kwd lng="en"><![CDATA[Social Representations]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[Physical Education.]]></kwd>
<kwd lng="es"><![CDATA[Representaciones Sociales]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Educación Física.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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