O lugar do corpo na escola: a corporalidade como saber sistematizado na Educação Física escolar

Abstract

In the current research, from a perspective that understands school as a space of powerful and meaningful experiences that happen in the body, it became necessary to reflect about corporality as a systematized knowledge in formal education considering its relevance in the field of knowledge.We assume that the school curriculums, as intentional and political instruments, express its understandings about the body; and Physical Education, as a curricular component, focuses on building corporality intentionally and systematically.Thus, our goal was guided by understanding and reflecting about the body's place at school from the official document National Common Core Curriculum and the dialogue with Physical Education teachers, identifying their speeches, announcements, reflections and understandings about the construction of corporality in formal education.For that, through semi structured interviews, the chosen methodology is from the field of qualitative research, known as Narrative Research, and leans on critical and post-critical theories as a theoretical board.When analyzing the speeches in National Common Core Curriculum and in the teachers' interviews, we organized the analysis in four blocks -1.Body; 2. Physical Education; 3. National Common Core Curriculum; and 4. Memoriesand we realized that the understandings about corporality are multiple and plural and provide the identification of complaints about the space destined to the body in education, but also points us announcements about possible redefinitions of the body's place at school.This research hopes to contribute to the dialogue of such a latent theme in contemporaneity: the body as a place of subjectivity and representation of the subjects in/with the world.

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