Precariedade, testes de aptidão física e pedagogia crítica: uma abordagem responsiva
DOI:
https://doi.org/10.5007/2175-8042.2023.e95538Palavras-chave:
Educação física, Saúde, Bem-estar, EquidadeResumo
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.
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