Precariedade, testes de aptidão física e pedagogia crítica: uma abordagem responsiva

Autores

DOI:

https://doi.org/10.5007/2175-8042.2023.e95538

Palavras-chave:

Educação física, Saúde, Bem-estar, Equidade

Resumo

Neste artigo, argumento que o campo da Educação Física está em constante estado de precariedade causado por forças sociais externas. Essas forças poderosas têm a capacidade de produzir condições que deixam o campo (e as pessoas que o compõem) em condições de instabilidade, vulnerabilidade e insegurança. Como forma de ilustrar isso, primeiro mapeio alguns dos diferentes laços que o teste de aptidão tem com entidades culturais, sociais, políticas e econômicas da sociedade. Mostro então como as articulações entre essas relações podem produzir efeitos negativos para o campo da Educação Física, seus professores e os (diversos) jovens que o compõem. Argumento que o uso da pedagogia crítica é a melhor maneira de ensinar fitness e testes de condicionamento físico com jovens. Usando uma pedadogia responsiva, defendo que os jovens podem desenvolver as habilidades para serem “capazes de responder” às precariedades que enfrentam devido aos testes de aptidão.

Biografia do Autor

Dillon Landi, University of Strathclyde

PhD (University of Auckland)

University of Strathclyde, The School of Education, Glasgow, United Kingdom

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Publicado

2023-07-19

Como Citar

LANDI, Dillon. Precariedade, testes de aptidão física e pedagogia crítica: uma abordagem responsiva. Motrivivência, Florianópolis, v. 35, n. 66, p. 1–15, 2023. DOI: 10.5007/2175-8042.2023.e95538. Disponível em: https://periodicos.ufsc.br/index.php/motrivivencia/article/view/95538. Acesso em: 8 out. 2024.

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