Por uma educação sensível às diferenças: possibilidades para redesenhar a experiência da formação docente em Educação Física

Abstract

This thesis aimed to produce theories about the relationship between education, body, culture, and sensitivity based on the dialogue between cultural studies, the decolonial perspectives of education and the sociology and anthropology of the body, which subsidize redefinitions in the experience of teacher training in Physical Education, enabling the pedagogical praxis with body culture sensitive to differences in Basic Education. It is based on the field of qualitative research. Historical research of the present time that used documents as the main source. Presented in multipaper format, it is organized in 2 axes. The first corresponds to an analysis of teacher training in Physical Education at the present time, with an emphasis on identifying the body-culture relationship and raising awareness of differences. The second axis has a propositional perspective. Based on theorization and critical analysis of professional training, it proposes ways to raise teacher awareness and the perception of differences, through training experience in Physical Education. From the results, it is evident the production of propositional theoretical dialogues that can be taken as inspirations to redesign the course of the degree in Physical Education from another episteme that considers the relationship between education, body, culture, and sensitivity. It is proposed to constitute training as a space-time of sensitive experience in the constitution of thoughts with the body and cultures. We conclude that, in order to raise awareness of differences, the focus of training should be on understanding and analyzing the context in which the bodies of teachers in training are constituted, attentive to the power relations that cross differences, conditioning their bodies and perceptions within the scope of body culture. Finally, it is suggested to create unique and collective ambiences capable of modulating perceptions for a pedagogical cultural intervention committed to democratic values and a decolonial and emancipatory education.