Antigos paradigmas racistas-cis-heterossexistas, novos desafios feministas e antirracistas da educação física escolar

Abstract

The epistemological choice of teachers is a political act that guides pedagogical practice, as it defines the theoretical and methodological foundations that underpin the construction of knowledge in the classroom. This definition directly influences teaching strategies, content selection, and the pedagogical relationships established. From this perspective, this thesis proposes ways to construct a Physical Education guided by feminist and anti-racist propositions, based on the narratives of teachers in the field. Assuming the position of the embodied researcher, this investigation acknowledges that theoretical, methodological, and political choices are traversed by lived experience, ethical implication, and a commitment to the production of situated and critical knowledge. Anchored in the theoretical contributions of Cultural Studies, Black Feminism, Transfeminism, and Queer Theory, the research understands the social markers of gender, sexuality, and race as structuring dimensions for critical pedagogical practice committed to confronting inequalities. This is a qualitative participatory research study, guided by Cognitive Analysis (Anco) and Polylogical Theory. Thus, it uses questionnaires, semi-structured interviews, and Culture Circles as methodological strategies. The results show that gender, sexuality, and race are still treated in a disjointed manner in the field of school physical education, which reveals the urgency of political and pedagogical principles that support teaching practices committed to confronting cis-heteronormativity, racism, and other forms of oppression. That said, the search for new perspectives is an alternative way to add multiple, interdisciplinary, and multi -referenced viewpoints to existing knowledge. The thesis reaffirms Physical Education as a territory of curricular dispute and fertile ground for the affirmation of the plurality of bodies, contributing epistemologically to an anti-discriminatory, critical, and transformative education.