<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Série-Estudos]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822015000200271</article-id>
<article-id pub-id-type="doi">10.20435/2318-1982-2015-v.40(15)</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Um estudo sobre a formação do professor de Educação Física no estado de São Paulo]]></article-title>
<article-title xml:lang="en"><![CDATA[A study on the training of the Physical Education teacher in the State of São Paulo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nista-Piccolo]]></surname>
<given-names><![CDATA[Vilma Lení]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Simões]]></surname>
<given-names><![CDATA[Regina Maria Rovigati]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Alessandra Andrea Monteiro de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Sorocaba Programa de Pós-Graduação Stricto Sensu em Educação ]]></institution>
<addr-line><![CDATA[Sorocaba SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Triângulo Mineiro ma de Pós-Graduação Stricto Sensu em Educação Física ]]></institution>
<addr-line><![CDATA[Uberaba MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<numero>40</numero>
<fpage>271</fpage>
<lpage>286</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822015000200271&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822015000200271&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822015000200271&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As estruturas curriculares nos cursos de forma&#231;&#227;o docente se apresentam como um aglomerado de disciplinas que n&#227;o se articulam. Na &#225;rea da Educa&#231;&#227;o F&#237;sica n&#227;o &#233; diferente. Diante dessa constata&#231;&#227;o analisamos as matrizes curriculares de 176 cursos de Licenciatura em Educa&#231;&#227;o F&#237;sica, das Institui&#231;&#245;es de Ensino Superior do estado de S&#227;o Paulo. Nesse artigo discutimos os dados das institui&#231;&#245;es p&#250;blicas. A partir das diretrizes espec&#237;ficas, identificamos as disciplinas das dimens&#245;es de Forma&#231;&#227;o Ampliada e Espec&#237;fica, verificando uma predomin&#226;ncia de carga hor&#225;ria na dimens&#227;o Did&#225;tico Pedag&#243;gica. H&#225; diferen&#231;a significativa no total de horas de cada dimens&#227;o, demonstrando grande diversidade nas estruturas curriculares. Constatamos a necessidade de reformula&#231;&#227;o na forma&#231;&#227;o inicial do professor, revisitando suas m&#250;ltiplas rela&#231;&#245;es. &#201; preciso superar antigas propostas, para construir novos curr&#237;culos, vi&#225;veis numa perspectiva de pr&#225;xis.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The curriculum structures in teacher training courses have been developed as a join of disciplines that are not articulated. In the Physical Education area this is no different. Based on this observation, we analyzed the curriculum matrices of 176 courses of Physical Education. In this paper, we discuss the interpretation of data with the only focus in public institutions. Guided on the specific directives of the area, we identified the disciplines that make up the dimensions of Extended Training and Specific checking a predominance in hours of the Didactic Pedagogical aspect. There is a significant difference in the amount of hours devoted to each dimension that makes up the course, showing great diversity in curriculum structures. We noted the need of a reformulation emerging in the initial training of teachers of Physical Education, revisiting its multiple relations. It is necessary to overcome old proposals, to build viable new curricula in practice perspective.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Física]]></kwd>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Prática Pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Physical Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Teaching Practice]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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