Resumo No presente artigo, defendemos o argumento segundo o qual a teoria da história possui funções e significados próprios, desempenhando um papel fundamental para a formação de historiadores e historiadoras. Opomo-nos ao dualismo entre teoria e prática, ainda presente em muitos currículos universitários, na medida em que entendemos que a teoria da história, como disciplina curricular, concentra sua atenção nos marcos de orientação inerentes aos processos reconstrutivos, elevando ao nível da consciência aquilo que só é percebido pelos discentes, na maioria das vezes, de forma intuitiva. Em defesa desse argumento, investigamos inicialmente o processo de formação da área de teoria da história no Brasil. Em seguida, procuramos mobilizar argumentos da teoria do currículo para analisar os projetos pedagógicos de uma dezena de cursos de graduação no Brasil, com o objetivo de compreender criticamente a relação entre a disciplina de teoria da história e os demais componentes curriculares. Por fim, propomos certas articulações entre teoria e ensino de história pela via da didática da história, com vistas a obter um ganho de orientação cultural. artigo próprios historiadoras Opomonos Opomo prática universitários curricular reconstrutivos discentes vezes intuitiva Brasil seguida curriculares fim cultural

Abstract Thisarticle argues that the theory of history holds inherent functions and meanings and plays a fundamental role in the formation of historians. We reject the dualism between theory and practice that persists in many university curricula. The academic discipline of the theory of history can be conceived of as focusing on the guiding factors inherent in reconstructive processes, raising to the level of consciousness what students often perceive only intuitively. To support our argument, we first investigate the formation process of the theory of history field in Brazil. Next, using the theory of curriculum, we analyze the pedagogical projects of a dozen undergraduate courses in Brazil, aiming to understand the relationship between the theory of history discipline and other curricular components. Finally, we propose linking theory and the teaching of history through the didactics of history to obtain a gain of cultural orientation. historians curricula processes intuitively argument Brazil Next curriculum components Finally orientation

The objective of the study was to evaluate the level of tactical knowledge of a high-performance tennis team, considering gender, age, category, and year in the category, years of practice and participation in competitions. There was also a subjective evaluation by two coaches on the level of athletic performance of their athletes, as well as that of the athletes themselves. In the sample, there were 37 athletes, 23 men and 14 women at ages between 11 and 18 years old (14.10 ± 1.90). In order to determine the level of athletic performance of the athletes, the test of declarative tactical knowledge (DTK) in tennis was used. The variables to differentiate the level of tactical performance were gender (female achieved better scores: p=0.004, F = 2.242), the category (better scores for 18 years old compared to 12 years old: p=0.007, F= 4.223) and the experience in state competitions (p = 0.042, F = 3.059). It was observed that 73% of the tennis teams had their level of tactical performance, via DTK, classified as good or very good. In the subjective evaluation, the coach underestimated the tactical level of 48.6% of his athletes, while 75.7% of the athletes overestimated their own knowledge. In this study, it was verified that factors like gender, category and experience in state competitions differentiated the level of tactical performance.