<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012018000200006</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v40i2.36121</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Educação Física do tempo do &#8216;pensado&#8217; ao tempo do &#8216;vivido&#8217;: um estudo empírico/exploratório sobre representações e práticas docentes]]></article-title>
<article-title xml:lang="es"><![CDATA[La Educación Física del tiempo del &#8216;pensado&#8217; al tiempo del &#8216;vivido&#8217;: un estudio empírico/exploratorio sobre representaciones y prácticas docentes]]></article-title>
<article-title xml:lang="en"><![CDATA[The Physical Education from the time of the thought to the time of the lived: an empiric/exploratory study about representations and teacher&#8217;s practice]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Lucinda da Conceição Rebelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[António Camilo Teles Nascimento]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[Evando Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Mato Grosso Faculdade de Educação Física ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>40</volume>
<numero>2</numero>
<fpage>3</fpage>
<lpage>4</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012018000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012018000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012018000200006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Este artigo tem por objetivo conhecer as representa&#231;&#245;es e pr&#225;ticas dos professores de Educa&#231;&#227;o F&#237;sica, a lecionar em diferentes ciclos de ensino, relativamente ao movimento a partir do bin&#244;mio &#8216;pensado&#8217; (o movimento estruturado no curr&#237;culo) e &#8216;vivido&#8217; (aquele que &#233; informal, n&#227;o formal, de intencionalidade fenomenol&#243;gica). Para isso, foram tomadas como refer&#234;ncia dois paradigmas de abordagem do curr&#237;culo e das pr&#225;ticas: A &#8216;Educa&#231;&#227;o F&#237;sica pensada&#8217; - do curr&#237;culo formal; e a Educa&#231;&#227;o F&#237;sica - a que vamos chamar de &#8216;vivida&#8217; - vivida pelo ato espont&#226;neo do brincar, do jogar, do experimentar, do contexto, da circunst&#226;ncia. O grupo (amostra) de estudo foi constitu&#237;do por 10 professoras (5 do 2&#186; ciclo e 5 do 3&#186; ciclo). Para a coleta de dados foi utilizada uma entrevista semiestruturada, sendo depois feita uma an&#225;lise qualitativa/conte&#250;do aos dados. Os resultados revelam vis&#245;es similares e complementares sobre a problem&#225;tica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Se tiene como objetivo del presente trabajo conocer las representaciones y pr&#225;cticas de los profesores de Educaci&#243;n F&#237;sica, que ense&#241;an en diferentes niveles de ense&#241;anza, relativamente al movimiento a partir del binomio &#8216;pensado&#8217; (el movimiento estructurado en el curr&#237;culo) y &#8216;vivido&#8217; (aquel que es informal, no formal, de intencionalidad fenomenol&#243;gica). Con este fin, se tomaron como referencias dos paradigmas de abordaje del curr&#237;culo y de las pr&#225;cticas: La &#8216;Educaci&#243;n F&#237;sica pensada&#8217; - del curr&#237;culo formal; y la Educaci&#243;n F&#237;sica -que vamos a llamar de &#8216;vivida&#8217; - vivida por acto espont&#225;neo del bromear, del jugar, del experimentar, del contexto, de la circunstancia. El grupo (muestra) del estudio fue formado por 10 profesoras (5 del 2.&#186; ciclo y 5 del 3.&#186; ciclo). Para la recolecci&#243;n de datos se utiliz&#243; una entrevista semiestructurada, despu&#233;s hizo un an&#225;lisis cualitativo/contenido a los datos. Los resultados revelan puntos de vistas similares y complementarios sobre el problema.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ABSTRACT. The present paper aimed to know the representations and the practices of Physical Education teachers, who teach in different cycles of teaching, related to the movement from the binomial &#8216;thought&#8217; (the movement structured in the curriculum) and &#8216;lived&#8217; (the one that is informal, not formal, of phenomenological intention). To do so, two paradigms of curriculum and practice approach were taken as reference: the &#8216;Physical Education thought&#8217; - of formal curriculum; the Physical Education - here called as lived - lived by the spontaneous act of the game, the play, the experiencing, the context, the circumstance. The group (sample) of study was constituted by 10 teachers (5 of the 2nd cycle and 5 of the 3rd cycle). For data collection, we used a semi-structured interview; for data analysis, we used a qualitative/content analysis of the data. The results reveal similar and complementary views on the issue.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação física]]></kwd>
<kwd lng="pt"><![CDATA[movimento pensado]]></kwd>
<kwd lng="pt"><![CDATA[movimento vivido]]></kwd>
<kwd lng="pt"><![CDATA[escola]]></kwd>
<kwd lng="es"><![CDATA[educación física]]></kwd>
<kwd lng="es"><![CDATA[movimiento pensado]]></kwd>
<kwd lng="es"><![CDATA[movimiento vivido]]></kwd>
<kwd lng="es"><![CDATA[escuela]]></kwd>
<kwd lng="en"><![CDATA[physical education]]></kwd>
<kwd lng="en"><![CDATA[thought movement]]></kwd>
<kwd lng="en"><![CDATA[lived movement]]></kwd>
<kwd lng="en"><![CDATA[school]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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