<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052024000100181</article-id>
<article-id pub-id-type="doi">10.12957/teias.2024.72579</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[(DES)VALORIZAÇÃO DA EDUCAÇÃO FÍSICA ESCOLAR NO INTERIOR DO AMAZONAS: notas dos imaginários de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[(DE)VALUATION OF SCHOOL PHYSICAL EDUCATION IN THE COUNTRYSIDE OF AMAZONAS: notes on teachers&#8217; imaginaries]]></article-title>
<article-title xml:lang="es"><![CDATA[(DE)VALORIZACIÓN DE LA EDUCACIÓN FÍSICA ESCOLAR EN EL INTERIOR DE AMAZONAS: apuntes desde el imaginario docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Jamillys Rocha da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nunes]]></surname>
<given-names><![CDATA[Liara Lira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Victor José Machado de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Amazonas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Amazonas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</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>25</volume>
<numero>76</numero>
<fpage>181</fpage>
<lpage>193</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052024000100181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052024000100181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052024000100181&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A educação física é reconhecida legalmente como um componente curricular obrigatório da educação básica. Contudo, há percalços nos processos de legitimação na escola. Investigamos os imaginários atribuídos à educação física pela comunidade escolar. Especificamente, analisamos as ambiguidades da sua (des)valorização. Uma pesquisa qualitativa foi conduzida em escolas do interior do Amazonas. Cinquenta e três participantes responderam a uma entrevista semiestruturada. Categorizamos os dados a partir de uma análise de conteúdo. Observamos uma espécie de bênção confusa quando a educação física é valorizada como uma disciplina importante, mas que se concentra apenas em momentos de lazer desvinculados de intenção pedagógica. Também, notamos processos de desvalorização evidenciados na falta de professor formado em educação física e na visão da educação física como uma moeda de troca ou apêndice de outras disciplinas. Conclui-se que essa conjuntura pode levar a processos de desinvestimento/abandono pedagógico e que são necessárias políticas públicas que permitam mudar esses cenários.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Physical education is legally recognized as an obligatory curricular component of K-12 education. However, there are mishaps in its legitimation processes in school. We investigated the imaginaries attributed to physical education by the school community. More specifically, we analyzed the ambiguities of its (de)valuation. We conducted a qualitative research in the school in the countryside of Amazonas. Fifty-three participants answered a semi-structured interview. We categorized the data from a content analysis. We observed a type of confused blessing in which physical education is valued as an important subject but focused only on leisure moments with no pedagogical intention. We have also noticed the process of devaluation in the lack of teachers who graduated in physical education and the perspective of physical education as an exchange currency or an appendix of other subjects. We concluded that this conjecture can lead to a process of disinvestment/pedagogical abandonment and that we need public policies, which can change these scenarios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La educación física está legalmente reconocida como un componente curricular obligatorio de la educación básica. Sin embargo, existen percances en los procesos de legitimación en la escuela. Investigamos los imaginarios atribuidos a la educación física por la comunidad escolar. En concreto, analizamos las ambigüedades de su (de)valorización. Se realizó una investigación cualitativa en escuelas del interior de Amazonas. Cincuenta y tres participantes respondieron a una entrevista semiestructurada. Categorizamos los datos a partir de un análisis de contenido. Observamos una especie de bendición confusa cuando se valora la educación física como una disciplina importante, pero que se enfoca sólo en momentos de ocio desvinculados de las intenciones pedagógicas. También notamos procesos de desvalorización evidenciados en la falta de docentes formados en educación física y en la visión de la educación física como moneda de cambio o apéndice de otras disciplinas. Se concluye que esta situación puede conducir a procesos de desinversión/abandono pedagógico y que se necesitan políticas públicas para cambiar estos escenarios.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[imaginário social]]></kwd>
<kwd lng="pt"><![CDATA[educação física escolar]]></kwd>
<kwd lng="pt"><![CDATA[inovação pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[desinvestimento pedagógico]]></kwd>
<kwd lng="en"><![CDATA[social imaginary]]></kwd>
<kwd lng="en"><![CDATA[school physical education]]></kwd>
<kwd lng="en"><![CDATA[pedagogical innovation]]></kwd>
<kwd lng="en"><![CDATA[pedagogical disinvestment]]></kwd>
<kwd lng="es"><![CDATA[imaginario social]]></kwd>
<kwd lng="es"><![CDATA[educación física escolar]]></kwd>
<kwd lng="es"><![CDATA[innovación pedagógica]]></kwd>
<kwd lng="es"><![CDATA[desinversión pedagógica]]></kwd>
</kwd-group>
</article-meta>
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<page-range>201-18</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
