<?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>S2175-80422020000300102</article-id>
<article-id pub-id-type="doi">10.5007/2175-8042.2020.e76302</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Gosto, importância e participação: a relação dos estudantes do ensino médio com a Educação Física]]></article-title>
<article-title xml:lang="en"><![CDATA[Taste, importance and participation: the relation of high school students to Physical Education]]></article-title>
<article-title xml:lang="es"><![CDATA[Gusto, importancia y participación: la relación de los estudiantes de la escuela secundaria con la Educación Física]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[So]]></surname>
<given-names><![CDATA[Marcos Roberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Gilson Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prodócimo]]></surname>
<given-names><![CDATA[Elaine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ushinohama]]></surname>
<given-names><![CDATA[Tatiana Zuardi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Betti]]></surname>
<given-names><![CDATA[Mauro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Sul de Minas  ]]></institution>
<addr-line><![CDATA[Muzambinho Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas - FEF/UNICAMP  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal Fluminense - UFF  ]]></institution>
<addr-line><![CDATA[Niterói Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Estadual Paulista &#8220;Júlio de Mesquita Filho&#8221; - UNESP  ]]></institution>
<addr-line><![CDATA[Bauru São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>32</volume>
<numero>63</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-80422020000300102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-80422020000300102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-80422020000300102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo do estudo foi compreender como estudantes de Ensino Médio se relacionam com a disciplina curricular Educação Física (EF). Indagou-se, via questionário estruturado, 182 discentes do Ensino Médio de 8 escolas estaduais de São Paulo sobre suas relações de gosto, importância e participação com a EF. Os resultados indicam que: (i) a EF representa a disciplina que mais gostam; (ii) mas possui importância intermediária; (iii) a disciplina mobiliza participação mediana; (iv) o gosto, a importância e a participação pela EF diminuem ao longo dos anos escolares do Ensino Médio; (v) a participação discente está mais atrelada ao gosto do que à importância. Por fim, esperamos que, ao ouvir os estudantes, estes resultados retornem aos docentes sugerindo novas dinâmicas e diretrizes em direção à melhoria das aulas de EF.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The aim of the study was to understand how high school students relate to the Physical Education (PE). We asked 182 high school students from 8 public schools of São Paulo state, through a structured questionnaire, about their relations of taste, importance and participation with PE. The results indicate: (i) PE represents the subject they like most; (ii) but has intermediate importance; (iii) the subject mobilizes medium participation; (iv) the taste, importance and participation to PE decrease throughout the high school years; (v) student participation is more linked to taste than importance. Finally, we hope that, upon listening to the students, these results will return to teachers, suggesting new dynamics and guidelines towards the improvement of PE classes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo del estudio fue comprender cómo los estudiantes de secundaria se relacionan con la Educación Física (EF). A través de un cuestionario estructurado, se les preguntó a 182 estudiantes de secundaria de 8 escuelas públicas de São Paulo sobre sus relaciones de gusto, importancia y participación con EF. Los resultados indican que: (i) EF representa la disciplina que más les gusta; (ii) pero es de importancia intermedia; (iii) la disciplina moviliza la participación media; (iv) el gusto, la importancia y la participación de EF disminuyen a lo largo de los años de secundaria; (v) la participación de los estudiantes está más vinculada al gusto que a la importancia. Finalmente, esperamos que, al escuchar a los estudiantes, estos resultados vuelvan a los maestros, sugiriendo nuevas dinámicas y pautas para mejorar las clases de educación física.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes]]></kwd>
<kwd lng="pt"><![CDATA[Sentido]]></kwd>
<kwd lng="pt"><![CDATA[Mobilização]]></kwd>
<kwd lng="en"><![CDATA[High school]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[Meaning]]></kwd>
<kwd lng="en"><![CDATA[Mobilization]]></kwd>
<kwd lng="es"><![CDATA[Educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Sentido]]></kwd>
<kwd lng="es"><![CDATA[Movilización]]></kwd>
</kwd-group>
</article-meta>
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