Abstract
Abstract This study aims to discuss the perspectives of Physical Education for high school regarding health. To this end, a literature review was developed, and a pedagogical work proposal was presented. The literature review sought theoretical subsidies, especially in documents that guide the practice of physical education in school environments, whereas the proposal was constructed from the dialectical pairs presented by Luiz Carlos Freitas (objectives x evaluation and content x methodology). In this study, a proposal was made so that Physical Education can contribute to the training of critical and independent subjects in relation to the opinions they assume. We believe that this proposition can encourage students to reflect on the body and health regarding contemporary precepts of the active and healthy lifestyle, providing an expanded look at body practices and life.
Highlights
Recent decades have seen a growing movement for well-being, health promotion and quality of life in several sectors of society
In Brazil, the creation of the Programa Academia de Saúde [Health Gym Program] can be mentioned, which is responsible for creating spaces of body practices1 in cities
The model of “Schools Promoting Health” emerges within this context, seeking to encompass some of the principles and methods established in the Global Health Promotion Conferences in school environments
Summary
Recent decades have seen a growing movement for well-being, health promotion and quality of life in several sectors of society. Within a context of critical training, physical education must provide tools to contribute to the integral training of this student, consistent with ethical, aesthetic and health-related values, not prioritizing only physical fitness – which has historically privileged a Cartesian dialogue with the students’ body experiences Given this discussion, we understand that physical education in high school holds an imminent potential with the development of the health theme since classes traditionally occur with a bias towards sports (SANTOS; COSTA, 2017); lacking in the attribution of new meanings. It is from these four dimensions of pedagogical practice, that Freitas (1995) understands as dialectical pairs (objectives x evaluation and content x methodology), which we showed in chart 1
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