Physical education in times of crisis: which status?

• Autor(a) principal: Silva, Nuno Miranda e
• Data de Publicação: 2022
• Outros Autores: Dinis, Sónia Pereira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34632/investigacaoeducacional.2022.11400

The status of Physical Education (objectives, means, instruments) has had scientific monitoring, because it reflects the political investment in the discipline and allows monitoring its degree of integration/marginalization in the educational system. However, teachers are free to interact and bring out an informal status (values and beliefs) capable of influencing teaching and learning and about which we know nothing. To fill this void, we implemented an interpretive investigation, with a qualitative approach, in the Grounded Theory modality and resorting to document analysis, from two moments of crisis: exclusion (the classification of the subject was excluded from the access to higher education) and the pandemic. The results suggest that the emerging status determines parity with the other disciplines and permanent adaptation of processes, in such a way that Physical Education seems to lose limits It is concluded that this statute can have undesired impacts of exacerbating the marginalization of the discipline, which advises investment in reflective processes about its consequences.