Educação física decolonial: análise, desafios e perspectivas em Paulo Freire e Frantz Fanon
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Objetivos de Desenvolvimento Sustentável
Título do Períodico
Educação (UFSM)
ISSN
1984-6444
Página(s)/e-location
1-27
Idioma(s)
pt
Fonte
Fonte
Santa Maria, RS
46
112
jan./dez.
46
112
jan./dez.
Coleções
Resumo
O objetivo do presente ensaio teórico é apresentar a perspectiva a Educação Física decolonial, inspirada na teoria de Paulo Freire e Frantz Fanon, possibilitando uma reflexão teórica diante da justiça social e o reconhecimento da identidade negra na sociedade e, ainda, verificar se existem discussões teóricas nessa área sobre a temática. O estudo em questão está amparado especialmente em uma visão crítica de mundo e educacional, no qual está estreitamente apoiada nos conceitos de educação popular e justiça social, amparada na visão decolonial de Freire e Fanon e não tem a pretensão de apresentar um modelo curricular para o componente curricular Educação Física. No entanto, entendemos que é necessário realizar uma reflexão sobre autores e perspectivas teóricas que ainda não adentraram nas discussões desta área do conhecimento. Os resultados da literatura permitiram constatar que a perspectiva decolonial de Freire e Fanon ainda não foram estudadas e introduzidas no debate da área de Educação Física. Concluímos que, é a partir do reconhecimento de uma perspectiva decolonial para a Educação Física que as oportunidades de emancipação social e libertação do sistema colonial poderão oferecer subsídios de esperança para as pessoas subalternas da sociedade.
The objective of this theoretical essay is to present the perspective of decolonial Physical Education, inspired by the theory of Paulo Freire and Frantz Fanon, allowing for a theoretical reflection on social justice and the recognition of black identity in society, and also to check if there are theoretical discussions in this thematic area. The study in question is supported especially by a critical view of the world and education, in which it is closely supported by the concepts of popular education and social justice, supported by the decolonial vision of Freire and Fanon and does not intend to present a curricular model for the curriculum component Physical Education. However, we understand that it is necessary to reflect on authors and theoretical perspectives that have not yet entered the discussions in this area of knowledge. The results of the literature showed that the decolonial perspective of Freire and Fanon has not yet been studied and introduced in the debate in the area of Physical Education. We conclude that, it is from the recognition of a decolonial perspective for Physical Education that the opportunities for social emancipation and liberation from the colonial system may offer subsidies of hope for the subordinate people of society
The objective of this theoretical essay is to present the perspective of decolonial Physical Education, inspired by the theory of Paulo Freire and Frantz Fanon, allowing for a theoretical reflection on social justice and the recognition of black identity in society, and also to check if there are theoretical discussions in this thematic area. The study in question is supported especially by a critical view of the world and education, in which it is closely supported by the concepts of popular education and social justice, supported by the decolonial vision of Freire and Fanon and does not intend to present a curricular model for the curriculum component Physical Education. However, we understand that it is necessary to reflect on authors and theoretical perspectives that have not yet entered the discussions in this area of knowledge. The results of the literature showed that the decolonial perspective of Freire and Fanon has not yet been studied and introduced in the debate in the area of Physical Education. We conclude that, it is from the recognition of a decolonial perspective for Physical Education that the opportunities for social emancipation and liberation from the colonial system may offer subsidies of hope for the subordinate people of society
Descrição
Palavras-chave
Educação física decolonial, Justiça social, Identidade negra, Educação popular, Decolonial physical Education, social justice, black identity, Popular education
Citação
SOUSA, Cláudio Aparecido; COSTA, Thiago Batista; EHRENBEG,Mônica Caldas. Educação física decolonial: análise, desafios e perspectivas em Paulo Freire e Frantz Fanon. Educação (UFSM), Santa Maria, RS, v. 46, n. 112, p. 1-27, jan/dez. 2021. https://doi.org/10.5902/1984644444110. Disponível em: https://periodicos.ufsm.br/reveducacao/article/view/44110. Acesso em: 2022-07-20