摘要：Continuous teacher training has been emphasized in Brazilian educational debates bringing studies and approaches for public programs, such as the PDE/PR. The objective of this research was to diagnose the interaction of their studies with the Structuring Content and Organization Elements proposed by the Curricular Guidelines/Physical Education of the Paraná State-Brazil using teachers’ final production PDE/PR (2007 to 2012) in the context of continuous training. Our methodological guiding was structured on the perspective of document research. The diagnosis indicates that PDE teachers have been acquiring partial information on the knowledge approached in the Guidelines seeking to find a way to articulate their pedagogical practice to the referred proposal. Even in the position of understanding the program continuous reformulation, we highlight that this matter should be monitored in order to assure that the Curricular Guidelines proposed by the state are in practice. DOI: 10.17533/udea.efyd.v34n1a06 URL DOI: http://doi.org/10.17533/udea.efyd.v34n1a06
关键词：Physical Education, Public Policies, Continuous Training, Knowledge.;Educación Física, Política Pública, Educación Continua, Conocimientos;Educação Física;políticas públicas;educação continuada;conhecimento
