<?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>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032018000300681</article-id>
<article-id pub-id-type="doi">10.15517/aie.v18i3.34433</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estágio curricular supervisionado em Educação Física: aproximações com a teoria de Norbert Elias]]></article-title>
<article-title xml:lang="es"><![CDATA[Práctica curricular supervisada en Educación Física: cercanías con la teoría de Norbert Elias]]></article-title>
<article-title xml:lang="en"><![CDATA[Supervised Teaching Practice in Physical Education: similarities with the theory by Norbert Elias]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva Júnior]]></surname>
<given-names><![CDATA[Arestides Pereira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Amauri Aparecido Bássoli de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>3</numero>
<fpage>681</fpage>
<lpage>701</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032018000300681&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032018000300681&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032018000300681&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esse ensaio tem como objetivo discutir o Estágio Curricular Supervisionado na formação inicial de professores de Educação Física na perspectiva da Teoria Configuracional de Norbert Elias. O modelo de configurações proposto na teoria Elisiana, permitiu constatar que a universidade e a escola são vistas como teias complexas de relações interdependentes e de poder, destacando que o estágio deve constituir-se como um espaço capaz de promover relações mais próximas dentre os elementos que fazem parte deste processo de ensino na formação inicial dos futuros professores de Educação Física. O estudo apresentou incursões e apontamentos de propostas que valorizem e aproximem os elementos constitutivos do estágio (professores da universidade e da escola e estagiários), no intuito de possibilitar as instruções, as trocas de conhecimentos, os relacionamentos e as reflexões sobre a atuação pedagógica. Conclui-se que o Estágio Curricular Supervisionado é uma prática dinâmica, complexa e de suma importância na formação inicial dos professores de Educação Física. No entanto, as discussões apresentadas no estudo e referendadas a partir do referencial teórico de Norbert Elias, reforçam a importância das configurações e das relações de indivíduos interdependentes. A partir das reflexões e análises realizadas, sugere-se a realização de pesquisas de campo, diretamente com os agentes evolvidos com o Estágio Curricular Supervisionado na Educação Física, no intuito de constatar tais relações/incursões.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este ensayo tiene como objetivo discutir la Práctica Curricular Supervisada en la formación inicial de docentes de Educación Física en la perspectiva de la Teoría Configuracional de Norbert Elias. El modelo de configuraciones propuesto en la teoría Elisiana permitió constatar que la universidad y la escuela son vistas con entramados complejos de relaciones interdependientes y de poder. Se destaca que la Práctica debe constituirse como un espacio capaz de promover relaciones más próximas entre los elementos que forman parte de este proceso de enseñanza en la formación inicial de los futuros docentes de Educación Física. El estudio presentó incursiones y apuntes de propuestas que valoren y acerquen los elementos constitutivos de la práctica (docentes de la universidad y de la escuela y prácticas), con la intención de posibilitar las instrucciones, los cambios de conocimientos, las relaciones y las reflexiones sobre la actuación pedagógica. Se concluye que la Práctica Curricular Supervisada es una práctica dinámica, compleja y de suma importancia en la formación inicial del cuerpo docente de Educación Física. Sin embargo, las discusiones presentadas en el estudio y refrendadas, a partir del referencial teórico de Norbert Elias, refuerzan la importancia de las configuraciones y de las relaciones de individuos interdependientes. A partir de las reflexiones y análisis realizados, se sugiere la realización de estudios de campo, directamente con los agentes involucrados en la Práctica Curricular Supervisada en la Educación Física, para constatar tales relaciones/incursiones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this assay is to discuss the influence of Supervised Teaching Practice on the initial training of Physical Education teachers based on the concept of configuration in Norbert Elias&#8217; sociological theory. According to the configuration model suggested by the Elisian theory, the university and schools are complex nets of interdependent power relations. It highlights that teaching practice must be capable of promoting closer relations among elements that participate in the learning process during the initial training of future Physical Education teachers. The study presented the development of propositions to value and approximate teaching practice elements (college professors, school teachers and trainee students). The aim of these propositions is to enable instructions, knowledge exchange, relationships and reflections about pedagogical actions. Therefore, Supervised Teaching Practice is a dynamic, complex and extremely relevant part of the initial training of Physical Education teachers. However, discussions presented in the study and referenced by Norbert Elias&#8217; theory reinforce the importance of configurations of, and relationships between, interdependent individuals. From the reflections and analyzes carried out, it was possible suggesting further field research with agents involved in the Supervised Teaching Practice in Physical Education, in order to assess such relations/incursions.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[universidade]]></kwd>
<kwd lng="pt"><![CDATA[formação]]></kwd>
<kwd lng="pt"><![CDATA[educação física]]></kwd>
<kwd lng="es"><![CDATA[universidad]]></kwd>
<kwd lng="es"><![CDATA[formación]]></kwd>
<kwd lng="es"><![CDATA[educación física]]></kwd>
<kwd lng="en"><![CDATA[university]]></kwd>
<kwd lng="en"><![CDATA[formation]]></kwd>
<kwd lng="en"><![CDATA[physical education]]></kwd>
</kwd-group>
</article-meta>
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<surname><![CDATA[Lara]]></surname>
<given-names><![CDATA[Larissa Michelle]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reflexões sobre o estágio supervisionado no curso de licenciatura em Educação Física: entre a teoria e a prática]]></article-title>
<source><![CDATA[Pensar a Prática]]></source>
<year>2013</year>
<volume>16</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>568-82</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
