<?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>S2175-80422021000100328</article-id>
<article-id pub-id-type="doi">10.5007/2175-8042.2021.e78283</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Fundamentação teórica na graduação de professores de Educação Física]]></article-title>
<article-title xml:lang="en"><![CDATA[Theoretical foundation in the graduation of Physical Education teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Fundamento teórico en la graducaión de profesores de Educación Física]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Dimitri Wuo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,SENAC - SP Ensino Médio ]]></institution>
<addr-line><![CDATA[Jundiaí SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>33</volume>
<numero>64</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-80422021000100328&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-80422021000100328&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-80422021000100328&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A Filosofia é um campo de conhecimento que estimula a reflexão, a crítica e o pensamento racional do ser humano para reconhecer suas atitudes e avaliar seus comportamentos. Na Educação Física brasileira ela ocupa pouco espaço na formação de professores, seja pela cisão corpo e mente, ou pelo destaque a uma formação mais voltada às Ciências Naturais. Este ensaio pretende colocar alguma luz neste problema analisando as teorias da área que devem fazer parte da formação de professores e que por diversos motivos estão ausentes na graduação. As teorias estão divididas em quatro paradigmas cada qual com um conjunto de ideias. Esta diversidade de opções foi discutida pelo pensamento complexo de Edgar Morin, apontando o distanciamento entre as correntes filosóficas e as aulas de Educação Física no ensino básico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Philosophy is a field of knowledge that stimulates the reflection, criticism and the rational thought of the human being to recognize their attitudes and evaluate their behaviors. In Brazilian Physical Education, it occupies little space in the formation of teachers, either due to the split between body and mind, or because the emphasis on training more focused on Natural Sciences. This essay intends to shed some light on this problem by analyzing the theories in the field that should be part of teacher education and that for various reasons are absent in graduation. Theories are divided into four paradigms each with a set of ideas. This diversity of options was discussed by Edgar Morin's complex thinking, checking the distance between philosophical currents and Physical Education classes in elementary education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La Filosofía es un campo de conocimiento que estimula la reflexión, la crítica y el pensamiento racional del ser humano para reconocer sus actitudes y evaluar sus comportamientos. En la Educación Física brasileña ocupa poco espacio en la formación de profesores, ya sea por la division entre cuerpo y mente, o por el énfasis en la formación más centrada en las Ciencias Naturales. Este ensayo pretende arrojar algo de luz sobre esta problemática analizando las teorias en el campo que deberían formar parte de la formación docente y que por diversas raziones están ausentes en la graduación. Las teorias se dividen en cuatro paradigmas, cada uno con un conjunto de ideas. Esta diversidad de opciones fue discutida por el pensamiento complejo de Edgar Morin, señalando la distancia entre las corrientes filosóficas y las classes de Educación Física en la educación básica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="pt"><![CDATA[Teorias]]></kwd>
<kwd lng="pt"><![CDATA[Educação física]]></kwd>
<kwd lng="en"><![CDATA[Formation]]></kwd>
<kwd lng="en"><![CDATA[Theory]]></kwd>
<kwd lng="en"><![CDATA[Physical education]]></kwd>
<kwd lng="es"><![CDATA[Formación]]></kwd>
<kwd lng="es"><![CDATA[Teoria]]></kwd>
<kwd lng="es"><![CDATA[Educación física]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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