Saúde na educação física escolar: reflexões a partir da pedagogia histórico-crítica

• Ano de defesa: 2023
• Autor(a) principal: Dias, Larissa Alves
• Orientador(a): Furtado, Roberto Pereira
• Banca de defesa: Furtado, Roberto Pereira, Garcia, Lênin Tomazett, Antunes, Priscilla de Cesaro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação Física em Rede (FEF)
• Departamento: Faculdade de Educação Física e Dança - FEFD (RMG)
• País: Brasil
• Palavras-chave em Português: Educação física escolar; Saúde; Pedagogia histórico-crítica
• Palavras-chave em Inglês: School physical education; Health; Historical-critical pedagogy
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/12978

The objective of this research was to understand the foundations of the theory of social determination of the health-disease process and of Historical-Critical Pedagogy, contributing with reflections on the possibilities for Physical Education at school based on the assumptions of these approaches. For this, the chosen methodological path has as reference the author Dermeval Saviani, who points out three crucial steps in the construction of his pedagogical theory, which were adapted in this study. The first refers to an approach and deepening with the objects of study, in the case of this study, Collective Health from the perspective of the social determination of health, and Historical-Critical Pedagogy, having as main authors:Breilh (2010; 2013), Laurell; Nogueira (2010); Duarte (2013, 2016, 2019); Galvão,Lavoura e Martins (2019) and Saviani's main works. The second, a reflection and critique of the prevailing hegemonic theories, in the case of the paradigm of Physical Fitness Related to Health, analyzing the main productions of the pioneering authors of such paradigm, Markus Vinicius Nahas and Dartagnan Pinto Guedes. Finally, the elaboration of an educational product, a reflective guide, as a synthesis built from the appropriations developed in this study. Among the main conclusions of this research is the need to advance in the construction of consistent methodological propositions for teaching Physical Education at school based on Historical-Critical Pedagogy, overcoming the limits of understanding the causal relationship between Physical Education at school and health, as proposed by the Health-Related Physical Fitness paradigm.