<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442019000100010</article-id>
<article-id pub-id-type="doi">10.5902/1984644433532</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A escrita-currículo da perspectiva cultural da Educação Física: por que os professores fazem o que fazem?]]></article-title>
<article-title xml:lang="en"><![CDATA[The writing-curriculum of the cultural perspective of Physical Education: why teachers does what do?]]></article-title>
<article-title xml:lang="es"><![CDATA[La escritura-currículo de la perspectiva cultural de la Educación Física: ¿por qué los profesores hacen lo que hacen?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bonetto]]></surname>
<given-names><![CDATA[Pedro Xavier Russo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<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 Faculdade de Educação ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Educação ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>44</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442019000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442019000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442019000100010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Na esteira do exemplo de Deleuze-professor, o presente artigo problematiza os elementos a partir dos quais 10 docentes constroem o currículo cultural da Educação Física, ou seja, os aspectos didático-metodológicos que mobilizam e as forças que os atravessam quando pensam as atividades de ensino. Como forma de produção de dados, recorreu-se ao Diário de Bordo Digital e ao Grupo de Discussão. Nas análises realizadas mediante o confronto com o referencial deleuze-guattariano, que a &#8220;escrita-currículo&#8221; é produzida no entrecruzar de infinitas linhas, algumas molares (as leis educacionais, as regras e normas do regimento escolar, o Projeto Político Pedagógico), outras moleculares (a cultura dos alunos, seus desejos, atitudes, falas, as disposições espaciais, temporais e os princípios pedagógicos) e, por fim, as linhas de fuga, que, sendo efêmeras, passam pela &#8220;escrita-currículo&#8221; como acontecimentos e agenciamentos inesperados, disruptivos e criadores. Atentos e desejando tais agenciamentos, os professores e professoras, sensíveis às linhas de força flexíveis, fazem da &#8220;escrita-currículo&#8221; um acontecimento sempre traduzido, singular, diferente, especial, raro e único.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In the wake of the Deleuze-teacher example, this article want to problematize on the way from which elements we construct our curriculum. 10 teachers (of Physical Education) that daily seek to put the cultural curriculum in action, we do like? Why? From which didactic-methodological elements do we develop our classes? What forces cross us when we think of teaching activities? As a form of data production, we employ a Digital Diary and the Discussion Group. To what we can observe, the "writing-curriculum" is produced in the intertwining of infinite lines, some molars (hard), such as: educational laws, rules and regulations of the school regulations, the Pedagogical Political Project; other molecular (flexible): the culture of the students, their desires, attitudes, speech, spatial arrangements, timing and pedagogical principles; and finally, by lines of flight, which as ephemeral not territorialize in pedagogical statements, pass through "writing-curriculum" as unexpected events and assemblages, disruptive and creators. Attentive and desiring such assemblages, teachers sensitive to flexible lines of force, make "writing-curriculum" an event always translated, singular, different, special, rare and unique.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMO En el marco del ejemplo de Deleuze-profesor, el presente artículo problematiza los elementos a partir de los cuales 10 docentes construyen el currículo cultural de la Educación Física, o sea, los aspectos didáctico-metodológicos que movilizan y las fuerzas que los atravesan cuando piensan las actividades de educación. Como forma de producción de datos, se recurrió al Diario de Bordo Digital y al Grupo de discusión. En los análisis realizados mediante la confrontación con el referencial deleuze-guattariano, que la "escritura-currículo" es producida en el entrecruzar de infinitas líneas, algunas molares (las leyes educativas, las reglas y normas del regimiento escolar, el Proyecto Político Pedagógico), otras (la cultura de los alumnos, sus deseos, actitudes, discursos, las disposiciones espaciales, temporales y los principios pedagógicos) y, por fin, las líneas de fuga, que, siendo efímeras, pasan por la "escritura-currículo" como acontecimientos y agitación inesperados, disruptivos y creadores. En el caso de los profesores y profesoras, sensibles a las líneas de fuerza flexibles, hacen de la "escritura-currículo" un acontecimiento siempre traducido, singular, diferente, especial, raro y único.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação física]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Deleuze]]></kwd>
<kwd lng="en"><![CDATA[Physical education]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Deleuze]]></kwd>
<kwd lng="es"><![CDATA[Educación física]]></kwd>
<kwd lng="es"><![CDATA[plan de estudios]]></kwd>
<kwd lng="es"><![CDATA[Deleuze]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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