Cultura corporal de movimento e de gênero na escola: o debate científico acerca de uma concepção de conhecimento e suas possibilidades educacionais para a educação física escolar

Abstract

This research began with the purpose of understanding and answering one question: under what extended and circumstances has cultural body movement become a form of resistance to experiences that perpetuate gender inequality? The research sought answers to this question through a qualitative study that involved bibliographic and documentary research. In line with this, the general aim of the investigation has been described as follows: analyze in what measures and circumstances the cultural body of movement has been a form of resitance to experiences that reverberate gender inequality in Physical Education from the Estado do Conhecimento. Guided by this issue and the general aim, several specific objectives were defined: (i) to identify the conditions under which the cultural body of movement becomes a form of resistance to experiences that perpetuate gender inequality; (ii) to analyze the extent to which Physical Education legislation, particularly that which is based on the National Common Curricular Base (BNCC), suggests the discussion of issues that thematize body practices in their various forms of codification and social meaning; (iii) to describe and interpret how scientific productions addressing the cultural body of movement are reflecting its integration into everyday school Physical Education; and finally, to organize the records and synthesis of categorizations with the aim of contributing to the continuation of studies and scientific productions on the researched theme. The methodology used in this research was qualitative, involving essential theorists and their works on the cultural body of movement; documents on Physical Education in Brazil; theses and dissertations on the researched theme. The interpretation of qualitative data and the literature review were based on the Estado do Conhecimento (Morosini; Kohls-Santos; Bitencourt, 2021). The research is organized into seven chapters, which question, analyze, and interpret issues related to the researched theme throughout. In its conclusion, it highlights that teaching practices in Physical Education, as well as children's and adolescents' experiences in other environments, including family, social, and extracurricular contexts, influence their behavior and overall movement in the classroom, while also dialoguing with the author's experiences and the analysis of dissertations and theses.