Physical education and historical-critical pedagogy: approaches

Abstract

This article presents a reflection centered on the approximate effort between Physical Education (PE) understood as a discipline that deals with an area called corporal culture (SOARES et al., 2012), and historical-critical pedagogy (PHC). It is justified by the need to radicalize pedagogical theory (FRIZZO, 2015) in the perspective of knowledge construction and strengthening counter-hegemony (SOUZA, 1999), as well as justifying Silva's (2013) that new studies and reflections are formed that articulate the EF with the PHC, since this production in the area is still incipient. Therefore, this text is the result of a theoretical reflection having as an aid authors who have as a theoretical-methodological perspective, historical and dialectical materialism. Throughout the investigative process, we explain the general historical development processes of EF in order to recognize the conditions of its production in order to understand its main manifestations, giving centrality to the developments related to the educational and school field. In this movement of analysis, we carry out a debate based on EF as a materiality that contains, in itself, history, that is, it is the fruit of contradictory social relations being the result of human action. We also perform a historical contextualization of the processes that triggered the construction of historical-critical pedagogy, understanding that these same social determinations influenced EF. Finally, we state the position that PHC constitutes an important theoretical foundation for the EF to reach conditions, through the radicalization of pedagogical theory, to contribute to the construction of counter-hegemony.