<?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>S1984-64442023000100232</article-id>
<article-id pub-id-type="doi">10.5902/1984644466062</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A enunciação dos saberes discentes e o currículo cultural de Educação Física]]></article-title>
<article-title xml:lang="en"><![CDATA[The enunciation of student knowledge and the cultural curriculum of Physical Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos Júnior]]></surname>
<given-names><![CDATA[Flávio Nunes dos]]></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[,Secretaria Municipal de Educação de São Paulo Secretaria Municipal de Educação de São Paulo ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></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>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442023000100232&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442023000100232&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442023000100232&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Em meio à Modernidade, uma única forma de viver foi alçada como legítima e verdadeira, representando os efeitos do curso civilizatório. Essa dinâmica levou à consumação de inúmeras vidas, experiências foram desperdiçadas, conhecimentos exterminados e determinados modos de ser, apagados. A educação institucional e a ciência serviram a esse propósito de caráter colonial, patriarcal e capitalista. A pedagogia moderna é herdeira desse legado pautado na ideia de progresso por meio da razão e do desenvolvimento científico com a promessa da formação de um suposto sujeito autônomo, consciente e, sobretudo, livre. O currículo cultural da Educação Física faz frente a tais intenções ao assumir uma postura em defesa das diferenças. A presente pesquisa analisa se e como um professor que afirma colocar em ação a proposta valoriza os saberes dos alunos acerca da prática corporal tematizada. Para tanto, buscou apoio na forma qualitativa de investigação por meio da observação participante e de conversas em grupo. Os materiais produzidosquando submetidos ao confronto com o pensamento decolonial do grupo llatino-americano Modernidade/Colonialidade, as epistemologias do Sul de Boaventura Sousa Santos e o pós-colonialismo de HomiBhabha, indicam que os alunos percebem o ambiente propício à escuta, o que os motiva a expor seus gestos e saberes. Essa constatação permite inferir que ao colocar em ação a Educação Física culturalmente orientada, o professor se deixa guiar pelo princípio ético-político que favorece a enunciação dos saberes dos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In the midst of Modernity, a single way of living was raised as legitimate and true, representing the effects of the civilizing course. This dynamic led to the consummation of countless lives, experiences were, knowledge exterminated and certain ways of being erased. Institutional education and science served this purpose of a colonial, patriarchal and capitalist character. Modern pedagogy is heir to this legacy based on the idea of &#8203;&#8203;progress through reason and scientific development with the promise of the formation of a supposed autonomous, conscious and, above all, free subject. The cultural curriculum of Physical Education faces such intentions by taking a stand in defense of differences. This research examines whether and as a teacher who claims to put the proposal into action, values &#8203;&#8203;students' knowledge about thematic body practice. To this end, it sought support in the qualitative form of investigation through participant observation and group conversations. The materials produced when submitted to the confrontation with the decolonial thought of the Latin American group Modernidade / Colonialidade, the epistemologies of the South of Boaventura Sousa Santos and the post-colonialism of HomiBhabha, indicate that the students perceive the environment conducive to listening, which motivates them to expose their gestures and knowledge. This finding allows us to infer that when putting culturally oriented Physical Education into action, the teacher is guided by the ethical-political principle that favors the enunciation of students' knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Física]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Cultura.]]></kwd>
<kwd lng="en"><![CDATA[Physical Education]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Culture]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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