A atuação do profissional de Educação Física nos CAPS: uma revisão bibliográfica dos últimos 15 anos

Abstract

This study aimed to analyze the performance of Physical Education professionals in Psychosocial Care Centers (CAPS) through a bibliographic review of academic productions published between 2010 and 2025. The choice of the theme arose from the perception that, despite the inclusion of these professionals in public mental health policies, their performance still presents gaps in terms of institutional recognition, work structure, and the definition of their therapeutic role. The methodology adopted was qualitative, with a descriptive design and narrative approach. Eighteen articles were selected, available in Portuguese, free access, and that directly addressed the performance of Physical Education in CAPS of different modalities. The data were organized into three thematic axes: (1) performance of the professional in CAPS for children and adolescents; (2) contributions to psychosocial treatment and rehabilitation; and (3) most offered body practices and the structural conditions of the services. In the first axis, there was a shortage of studies focused on children and adolescents, although the few that were found highlighted the relevance of physical practices in emotional expression and in building bonds. In the second axis, the results indicate that the practices developed by physical educators favor autonomy, routine organization and social integration of users, especially when aligned with the Singular Therapeutic Projects (PTS). In the third axis, the most frequent activities were easy to perform, such as soccer, walking, dancing and games. However, structural limitations - such as the lack of adequate rooms and materials - make it difficult to continue the actions. It is concluded that the role of Physical Education in CAPS is significant for mental health care, but still faces challenges that require greater investment, specific training and institutional recognition.