<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602021000100204</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2021v11n1id1534</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A FORMAÇÃO DOCENTE E SEUS DILEMAS NO CAMPO DA EDUCAÇÃO FÍSICA: uma revisão da literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHING TRAINING AND ITS DILEMMAS IN THE FIELD OF PHYSICAL EDUCATION: a literature review]]></article-title>
<article-title xml:lang="es"><![CDATA[LA ENSEÑANZA DE LA FORMACIÓN Y SUS DILEMAS EN EL ÁMBITO DE LA EDUCACIÓN FÍSICA: revisión de la literatura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kreuger]]></surname>
<given-names><![CDATA[Sarah Berrios]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos]]></surname>
<given-names><![CDATA[Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Mestre e Doutoranda em Educação em Ciências e Saúde, Instituto Nutes de Educação em Ciências e Saúde ]]></institution>
<addr-line><![CDATA[Rio de Janeiro ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Doutora em Educação em Ciências e Saúde, Instituto Nutes de Educação em Ciências e Saúde ]]></institution>
<addr-line><![CDATA[Rio de Janeiro ]]></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>11</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602021000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602021000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602021000100204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A pesquisa sobre formação de professores de Educação Física (EF) vem impulsionando intensos debates, principalmente desde a década de 1980, quando o campo começa a se questionar sobre os conhecimentos que o constituem e o papel que desempenha na sociedade. Diferentes posicionamentos disputam espaço nas discussões sobre as funções sociais, autonomia e legitimidade da Educação Física, incorporando um amplo espectro de argumentações que vão desde aqueles que defendem um foco na perspectiva da aptidão física e no desenvolvimento das dimensões biológicas e psicológicas, até aqueles que defendem perspectivas sociológicas e socioculturais da Educação Física (BRACHT, 1992). Deste modo, o presente artigo tem como objetivo apresentar uma revisão da literatura nacional que descreve e discute os principais problemas de pesquisa relacionados à formação de professores de Educação Física, nos contextos do Ensino Superior e da Educação Básica. Para realizar a presente revisão, concentramo-nos na literatura nacional, a partir de buscas em três aplicativos (Google Acadêmico, Capes e Scielo). Com base na análise dos artigos, pode-se concluir que de maneira geral, os estudos apontam a questão da prática do professor de Educação Física como um contexto importante para estudar e pesquisar esse profissional, uma vez que sua identidade ainda se configura em educar, em sua grande maioria, o corpo biológico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Research on the formation of Physical Education (PE) teachers has been incorporating intense debates, especially since the 80´s, when the field began to question itself about the knowledge that constitutes it and the role it plays in society. Different positions compete for space in discussions about the social functions, autonomy and legitimacy of Physical Education, incorporating a wide spectrum of arguments ranging from those who defend a focus on the perspective of physical fitness and the development of biological and psychological dimensions to those who defend perspectives sociological and sociocultural aspects of Physical Education (BRACHT, 1992). Thus, this article aims to present a review of the national literature that describes and discusses the main research problems related to the training of Physical Education teachers, in the contexts of Higher Education and Basic Education. In order to carry out this review, we focused on national literature, from searches in three apps (Google Scholar, Capes and Scielo). Based on the analysis of the articles, it can be concluded that, in general, the studies point to the issue of Physical Education Teacher practice, as an important context to study and research this professional, since his identity is still configured in educating, the vast majority, the biological body.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La investigación sobre la formación del profesorado de Educación Física (EF) ha ido incorporando intensos debates, especialmente desde la década de los 80, cuando el campo comenzó a cuestionarse sobre el conocimiento que lo constituye y el rol que juega en la sociedad. Diferentes posiciones compiten por espacio en las discusiones sobre las funciones sociales, la autonomía y la legitimidad de la Educación Física, incorporando un amplio espectro de argumentos que van desde quienes defienden un enfoque en la perspectiva de la aptitud física y el desarrollo de las dimensiones biológicas y psicológicas hasta quienes defienden perspectivas sociológicas y socioculturales de la Educación Física (BRACHT, 1992). Así, este artículo tiene como objetivo presentar una revisión de la literatura nacional que describe y discute los principales problemas de investigación relacionados con la formación del profesorado de Educación Física, en los contextos de Educación Superior y Educación Básica. Para realizar esta revisión nos centramos en la literatura nacional, a partir de búsquedas en tres aplicaciones (Google Scholar, Capes y Scielo). A partir del análisis de los artículos se puede concluir que, en general, los estudios apuntan al tema de la práctica del Docente de Educación Física, como un contexto importante para el estudio e investigación de este profesional, ya que su identidad aún se configura en la educación, la gran mayoría, el cuerpo biológico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Educação Física]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Physical Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Educación Física]]></kwd>
<kwd lng="es"><![CDATA[Enseñando]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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