Physical education curriculum and pedagogical practice in daily school life: A review in Brazilian journals

Abstract

This article analyzes relations between Physical Education curriculum and teacher practice in Brazilian Elementary School. We conducted a systematic review of Brazilian Physical Education journals, resulting in a selection of 13 articles published between 2008 and 2017. We found that the National Curricular Parameters, state and municipal curricula, and political-pedagogical projects inform educational planning and practice without interfering with teachers’ autonomy. The studies point to content systematization as a predominant element to legitimate Physical Education. The design and analysis of teaching proposals highlighted the hegemony of sports as a content; however, we found attempts to increase its understanding as a cultural phenomenon. We suggest research discussing educational practice in school, informing curriculum review and production in initial and in-service teacher training, conducted jointly between school and university.