{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,8,6]],"date-time":"2025-08-06T13:56:55Z","timestamp":1754488615722},"reference-count":71,"publisher":"FapUNIFESP (SciELO)","issue":"3","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Rev. bras. educ. f\u00eds. esporte"],"published-print":{"date-parts":[[2011,9]]},"abstract":"<jats:p>O conhecimento pedag\u00f3gico do conte\u00fado \u00e9 concebido como o respons\u00e1vel por transformar o conhecimento do conte\u00fado dos professores em conhecimento ensin\u00e1vel e compreens\u00edvel pelos alunos. Para o desenvolvimento desse conhecimento na forma\u00e7\u00e3o inicial em Educa\u00e7\u00e3o F\u00edsica, tem sido recomendada a aproxima\u00e7\u00e3o entre os contextos de forma\u00e7\u00e3o e da Educa\u00e7\u00e3o B\u00e1sica, especialmente por meio de estrat\u00e9gias de pr\u00e1ticas pedag\u00f3gicas. Diante disso, este ensaio te\u00f3rico objetivou apresentar e discutir alguns crit\u00e9rios que subsidiem os programas de forma\u00e7\u00e3o inicial em Educa\u00e7\u00e3o F\u00edsica nas tarefas de estrutura\u00e7\u00e3o e de implementa\u00e7\u00e3o dessas pr\u00e1ticas pedag\u00f3gicas. As informa\u00e7\u00f5es analisadas permitem identificar cinco diferentes aspectos que podem orientar os programas de forma\u00e7\u00e3o: local de realiza\u00e7\u00e3o (Institui\u00e7\u00e3o de Ensino Superior, escola ou espa\u00e7os comunit\u00e1rios); quantidade de estudantes-professores ministrantes (grupos, trios, duplas ou individualmente); alunos participantes (colegas ou alunos da comunidade); quantidade de alunos participantes (um, dois, pequenos grupos ou a turma inteira); e quantidade de atividades ministradas (uma, uma sequ\u00eancia pedag\u00f3gica ou uma unidade did\u00e1tica completa). A literatura sugere, ainda, que o alcance dos objetivos das pr\u00e1ticas pedag\u00f3gicas nos programas de forma\u00e7\u00e3o inicial depende das concep\u00e7\u00f5es que os programas de forma\u00e7\u00e3o, os professores-formadores e os estudantes-professores t\u00eam a respeito da participa\u00e7\u00e3o dessas estrat\u00e9gias formativas na forma\u00e7\u00e3o dos futuros professores de Educa\u00e7\u00e3o F\u00edsica. Acredita-se, pois, que esses cinco crit\u00e9rios contribuam para a implementa\u00e7\u00e3o de diferentes modalidades de pr\u00e1ticas pedag\u00f3gicas, as quais permitir\u00e3o ao conhecimento pedag\u00f3gico do conte\u00fado atuar como interlocutor entre a base de conhecimentos para o ensino e o contexto de ensino e aprendizagem, o que potencializar\u00e1 o gradativo desenvolvimento do pr\u00f3prio conhecimento pedag\u00f3gico do conte\u00fado e a forma\u00e7\u00e3o docente dos futuros professores ao longo da forma\u00e7\u00e3o inicial em Educa\u00e7\u00e3o F\u00edsica.<\/jats:p>","DOI":"10.1590\/s1807-55092011000300013","type":"journal-article","created":{"date-parts":[[2011,10,15]],"date-time":"2011-10-15T09:32:08Z","timestamp":1318671128000},"page":"497-511","source":"Crossref","is-referenced-by-count":3,"title":["Crit\u00e9rios para a implementa\u00e7\u00e3o de pr\u00e1ticas pedag\u00f3gicas na forma\u00e7\u00e3o inicial em educa\u00e7\u00e3o f\u00edsica e implica\u00e7\u00f5es no conhecimento pedag\u00f3gico do conte\u00fado dos futuros professores"],"prefix":"10.1590","volume":"25","author":[{"given":"Daniel","family":"Marcon","sequence":"first","affiliation":[{"name":"Universidade de Caxias do Sul"}]},{"given":"Am\u00e2ndio Braga dos Santos","family":"Gra\u00e7a","sequence":"additional","affiliation":[{"name":"Universidade do Porto, Portugal"}]},{"given":"Juarez Vieira do","family":"Nascimento","sequence":"additional","affiliation":[{"name":"Universidade Federal de Santa Catarina"}]}],"member":"530","reference":[{"issue":"10","key":"ref1","doi-asserted-by":"crossref","first-page":"1405","DOI":"10.1080\/09500690802187041","article-title":"Twenty years later: does pedagogical content knowledge remain a useful idea?","volume":"30","author":"ABELL S. 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