The pedagogical practice of Physical Education in the integral time school in a multireferential view

• Autor(a) principal: Costa, Mackson Luiz Fernandes da
• Data de Publicação: 2020
• Outros Autores: Melo, José Pereira de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Motrivivência (Florianópolis)
• Texto Completo: https://periodicos.ufsc.br/index.php/motrivivencia/article/view/2175-8042.2020e72684

This article is a theoretical essay that aims to present a reflection on the pedagogical practice of Physical Education in full time school based on the epistemological foundation of multireferentiality. Multireferentiality is an epistemological perspective that denies the existence of knowledge from a purist and monological point of view, understanding the phenomena in its complexity. Physical Education, as a pedagogical practice, was for a long time justified by the reference of physical fitness and performance to the end of sports training, privileging a training focused on the technique of standardized movement, being restricted to unique referentials. It is as a space of plural relations that we conceive the full-time school, and Physical Education as part of this context must develop a pedagogical practice that perspectives a plural reading the corporal consciousness of the subjects involved, making them understand their participation in society as agents, actors and authors who create senses.