A desvalorização da educação física na escola: contribuições a partir da pedagogia histórico-crítica

Abstract

The objective of this work was to analyze the role of Physical Education in schools based on historical-critical pedagogy. As much as the topic has been widely discussed in recent decades, still few studies are based on the foundations of historical-critical pedagogy and how the discipline of Physical Education in school is still being devalued and being left in the background in the teaching process, deepening studies based on a critical theory can contribute to this debate. The study of this theme provides all subjects, including Physical Education teachers themselves, with an understanding of the specificity of Physical Education and its social function based on a critical pedagogical theory that justifies the teaching of this knowledge at school. This research was a theoretical study of a bibliographic nature, for the sources we selected articles that present empirical data that show the mischaracterization of this discipline. We discuss these already collected data and justify the existence of Physical Education at school based on historical-critical pedagogy, because this theory brings a more concrete historical-social justification, clearly outlining the social function of Physical Education at school, even if it is a theory little spread in school. Throughout the research, we identified some factors that mischaracterize Physical Education at school, such as the structure of the Brazilian educational system, which is focused on assessments, the limited understanding that other teachers, parents, school management, etc. mischaracterization that comes from the Physical Education teachers themselves as they do not approach the contents in the way they should be approached. This shows that the teacher does not know the specificity of its content and its role in the school. We conclude that more research is needed to address the subject so that Physical Education can be understood and justified at school based on its specificity, which is the intentional transmission of body culture, since if Physical Education does not fulfill its function, this knowledge, in its more developed forms, may fail to be apprehended by all human beings.