<?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>2175-8042</journal-id>
<journal-title><![CDATA[Motrivivência]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Motriviv.]]></abbrev-journal-title>
<issn>2175-8042</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-80422020000200117</article-id>
<article-id pub-id-type="doi">10.5007/2175-8042.2020.e67843</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Netnografia da Educação Física na reforma do ensino médio brasileiro: práticas discursivas nas redes sociais youtube, instagram, facebook e twitter]]></article-title>
<article-title xml:lang="en"><![CDATA[Netnography of Physical Education in the reform of brazilian high school: discursive practices on social networks youtube, instagram, facebook and twitter]]></article-title>
<article-title xml:lang="es"><![CDATA[Netnografía de la Educación Física en la reforma de la escuela secundaria brasileña: prácticas discursivas en las redes sociales youtube, instagram, facebook y twitter]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nazário]]></surname>
<given-names><![CDATA[Murilo Eduardo dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Wagner dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira Neto]]></surname>
<given-names><![CDATA[Amarílio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Vila Velha Curso de Educação Física ]]></institution>
<addr-line><![CDATA[Vila Velha Espírito Santo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Espírito Santo - UFES Programa de Pós-Graduação em Educação Programa de Pós-Graduação em Educação Física]]></institution>
<addr-line><![CDATA[Vitória Espírito Santo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Espírito Santo- UFES Programa de Pós-Graduação em Educação Física ]]></institution>
<addr-line><![CDATA[Vitória Espírito Santo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>32</volume>
<numero>62</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-80422020000200117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-80422020000200117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-80422020000200117&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo organiza-se em torno das seguintes questões: quais são as práticas discursivas empreendidas, no ciberespaço, sobre as possíveis ressonâncias da reforma do ensino médio sobre o componente curricular Educação Física? Almeja-se, identificar e analisar os modos como os sujeitos do/no lugar online evocam o lugar da Educação Física no contexto dessa reforma. Desse modo, realizou-se uma netnografia das redes sociais Facebook.com, Instagram.com, Twitter.com e Youtube.com, utilizando como fonte as narrativas veiculadas por atores sociais que discutiram e/ou se manifestaram sobre a MP nº 746 nesses lugares online. Os resultados sinalizam para obrigatoriedade posta em xeque da Educação Física no ensino médio, cujas narrativas apresentadas se organizam desde as frustações com conteúdos sobrepostos até a dificuldade de entendimento do lugar e sentido das aprendizagens desse componente curricular nessa etapa da escolarização.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study is organized around the following questions: what are the discursive practices undertaken in cyberspace about the possible resonances of the high school reform on the curriculum component Physical Education? It is also hoped to identify and analyze the ways in which the subjects of/in the online place evoke the place of Physical Education in the context of this reform. In this way, a netnography was realized in the social networks Facebook.com, Instagram.com, Twitter.com and Youtube.com, using as a source the narratives presented by social actors who discussed and/or manifested themselves on MP nº 746 in these places online. The results point to the compulsory challenge of physical education in high school, whose narratives are organized from the frustrations with overlapping contents to the difficulty of understanding the place and the meaning of the learning of this curricular component in this stage of schooling.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio se organiza alrededor de las siguientes preguntas: ¿cuáles son las prácticas discursivas emprendidas en el ciberespacio sobre las posibles resonancias de la reforma de la escuela secundaria en el componente curricular de Educación Física? También tiene como objetivo identificar y analizar las formas en que los sujetos del/en lugar en línea evocan el lugar de la educación física en el contexto de esta reforma. Así, se realizó una netnografía de las redes sociales Facebook.com, Instagram.com, Twitter.com y Youtube.com, utilizando como fuente las narraciones transmitidas por actores sociales que discutieron y/o manifestaron sobre el MP No. 746 en estos lugares en línea. Los resultados apuntan al cuestionamiento obligatorio de la educación física en la escuela secundaria, cuyas narraciones presentadas están organizadas desde frustraciones con contenidos superpuestos hasta la dificultad de comprender el lugar y el significado del aprendizaje de este componente curricular en esta etapa de la escuela.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação física]]></kwd>
<kwd lng="pt"><![CDATA[Reforma]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[Ciberespaço]]></kwd>
<kwd lng="en"><![CDATA[Physical education]]></kwd>
<kwd lng="en"><![CDATA[Reform]]></kwd>
<kwd lng="en"><![CDATA[High school]]></kwd>
<kwd lng="en"><![CDATA[Cyberspace]]></kwd>
<kwd lng="es"><![CDATA[Educación física]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza secundaria]]></kwd>
<kwd lng="es"><![CDATA[Cyberespacio]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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