Corpo e Educação Física: revisão integrativa da produção científica brasileira (2009-2019)

• Autor(a) principal: Fátima, Cíntia Regina de
• Data de Publicação: 2020
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/23084
• topic: Corpo e mente; Educação física para crianças; Corpo concreto; Mind and body; Physical education for children; Concrete body; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM

One of the nowadays main problems in Physical Education is the persistent duality bodymind, which keeps the split theory-practice. In this sense, the purpose of this research was to analyze, under the historical-dialectic materialism perspective, the conceptions of body widespread in Scholar Physical Education productions. Because it is an integrative research review, there were selected national scientific articles published in CAPES, SciELO and BVS portals, between 2009 and 2019. The descriptors used were: body and “physical education”; body, mind and “physical education”, corporeality and “physical education”. After stablished the inclusion and exclusion criteria, 93 articles were left: 36 empirical and 57 non-empirical. The empirical articles were selected to the analyses, being grouped into two main axes: 1) Body as main theme and 2) Other scholar Physical Education themes. From the 36 empirical researches, 23 addresses, in a direct way, the body in relation to the scholar Physical Education; the others treats different themes that pervade (direct or indirectly) by body discussion. In the last 4 years, there were found only 2 publications, which make impossible to evaluate the transformations occurred in relations to the theme through the years and the conceptions actually propagated. In reference of the found conceptions in the researches, there is no consensus about what is body. It is noticed that most authors consider body as a sociocultural construction and criticize the biological and dichotomous conceptions. Meantime, they do not deepen the discussion and do not explain how this sociocultural construction and the relation of the body-mind unit happen. Having the participants of the researches as analyses point, the most of students, basic education teachers and undergraduate students show biological and/or dichotomous conceptions of body. Explicitly there is a narrow relation between body, health and aesthetics questions. Regarding the professors (university teachers), the visions are related to their occupation area. It is possible to say, from the analyses of these researches, that the way as body is conceived is related about the Physical Education expectative, in such a way that, in the speeches about body appearance and health, Physical Education has the function of “body care” in anatomical and physiological aspects. In those who perceive the body as totality or unity, Physical Education is thought as formation possibility, conscious movement learning, able to contribute to the development. Because of that, these discussions reveals pertinent to Physical Education, suggesting the necessity of further investigations about Physical Education and body relation, either to identify how it has been designed or to verify how the body is treated in pedagogical practice, stablishing relations, advances and strategies to changes