Reflexiones sobre la Educación Física escolar y su papel en la formación crítica de los adolescentes

Resumen

Physical Education in Brazil has undergone a transition from a Eurocentric and militarized model to a more democratic and sociocultural approach that values bodily culture and human competencies. This study aimed to reflect on the role of School Physical Education in the critical formation of adolescents, with an emphasis on youth protagonism and the attentive listening to their experiences. The research, both bibliographic and field-based, was conducted with 20 ninth-grade students from a public school in the outskirts of São Paulo. Data were collected through an open-ended questionnaire and analyzed qualitatively using descriptive and interpretative approaches. The results highlighted the appreciation of adapted games as spaces for creation and re-signification, as well as the presence of narratives related to emotions, dreams, bodily practices, and community engagement. It is concluded that Physical Education, by adopting a critical and dialogical perspective, significantly contributes to the development of autonomous individuals who are sensitive to social issues and capable of intervening in their realities.