Body, territory and resistance: body practices and counter-hegemonic pedagogies in peripheral contexts

Abstract

This article discusses the pedagogical, ethical and political potential of body practices that emerge in peripheral urban territories, analyzing them as forms of socio-cultural resistance, identity construction and the production of embodied knowledge. From a qualitative approach, based on collaborative research and anchored in the epistemologies of the South, we sought to understand how manifestations such as dança do passinho, futebol de várzea, capoeira and skateboarding operate as counter-hegemonic pedagogies. The data was produced through systematic research and works available in the literature. The results indicate that these bodily practices challenge hegemonic discourses and demand the recognition of knowledge that is constructed, contributing to the broadening of the field towards a critical, inclusive and decolonial perspective. We conclude that incorporating these experiences into the academic debate is fundamental to consolidating a Physical Education that is committed to social justice, epistemic pluralism and the valorization of historically silenced bodies.