<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982025000100239</article-id>
<article-id pub-id-type="doi">10.1590/0102-469845025</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EDUCAÇÃO FÍSICA ESCOLAR E IMAGEM CORPORAL: UMA ANÁLISE DOCUMENTAL A PARTIR DA BASE NACIONAL COMUM CURRICULAR]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN FÍSICA ESCOLAR E IMAGEN CORPORAL: UN ANÁLISIS DOCUMENTAL A PARTIR DE LA BASE NACIONAL COMÚN CURRICULAR]]></article-title>
<article-title xml:lang="en"><![CDATA[SCHOOL PHYSICAL EDUCATION AND BODY IMAGE: A DOCUMENTARY ANALYSIS BASED ON THE BRAZILIAN NATIONAL COMMON CURRICULUM BASE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ALMEIDA]]></surname>
<given-names><![CDATA[VITOR ALEXANDRE RABELO DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[HUGUENIN]]></surname>
<given-names><![CDATA[FELIPE MACHADO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MORGADO]]></surname>
<given-names><![CDATA[FABIANE FROTA DA ROCHA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Rural do Rio de Janeiro (UFRRJ)  ]]></institution>
<addr-line><![CDATA[Seropédica Rio de Janeiro (RJ)]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>41</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982025000100239&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982025000100239&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982025000100239&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este estudo objetiva analisar as interfaces entre a Educação Física Escolar, a imagem corporal e a Base Nacional Comum Curricular (BNCC), a partir da análise crítica desse documento. Trata-se de uma pesquisa qualitativa e exploratória por análise documental, cuja análise de conteúdo categorial semântica fora utilizada para a análise de dados. Considerando a BNCC, destaca-se a ausência do termo &#8220;imagem corporal&#8221;, o que representa que o documento não demarca epistemologicamente o construto. Considerando somente as partes específicas relacionadas às etapas da Educação Básica e à Educação Física, foram encontrados 75 trechos no documento que, embora não citem diretamente o termo imagem corporal, têm relação com o construto. Esses excertos foram selecionados, analisados e agrupados em quatro categorias: (i) Apresentação, Introdução e Estrutura da BNCC; (ii) Educação Infantil; (iii) Ensino Fundamental; (iv) Ensino Médio. As categorias elencadas permitem a compreensão do &#8220;se&#8221; e &#8220;como&#8221; o documento apresenta possibilidades de subsídio para a inserção da temática da imagem corporal nas aulas de Educação Física. Os principais resultados evidenciam que há diferentes trechos nas principais seções de interesse da BNCC que dialogam com a imagem corporal no contexto da Educação Física Escolar; todavia, eles são apresentados de forma tímida e restrita, de modo ser possível afirmar que a BNCC é um documento limitado em relação a uma temática de tamanha complexidade na formação humana quanto a analisada neste estudo. Portanto, é de fundamental importância que professores(as), sobretudo, de Educação Física, estejam atentos à imagem corporal, suas implicações no ambiente escolar e sua importância no desenvolvimento do(a) aluno(a).]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este estudio tiene como objetivo analizar interfaces entre la Educación Física Escolar, imagen corporal y Base Nacional Común Curricular (BNCC), a partir del análisis crítico de este documento. Se trata de una investigación cualitativa y exploratoria por análisis documental, cuyo análisis de contenido categorial semántico fue utilizado para el análisis de datos. Considerando la BNCC, se destaca la ausencia del término &#8220;imagen corporal&#8221;, lo que representa que el documento no demarca epistemológicamente el constructo. Considerando solamente las partes específicas relacionadas a las etapas de la Educación Básica y a la Educación Física, fueron encontrados 75 fragmentos en el documento que, aunque no citen directamente el término imagen corporal, poseen relación con el constructo. Estos fueron seleccionados, analizados y agrupados en cuatro categorías: (i) Presentación, Introducción y Estructura de la BNCC; (ii) Educación Infantil; (iii) Enseñanza Fundamental; (iv) Enseñanza Media. Las categorías enumeradas permiten la comprensión del &#8220;si&#8221; y &#8220;como&#8221; el documento presenta posibilidades de subsidio para la inserción de la temática de la imagen corporal en las clases de Educación Física. Los principales resultados evidencian que hay diferentes fragmentos en las principales secciones de interés de la BNCC que dialogan con la imagen corporal en el contexto de la Educación Física Escolar. Sin embargo, estos son presentados de forma tímida y estricta, de modo que sea posible afirmar que la BNCC es un documento limitado en relación a una temática de tamaña complejidad en la formación humana como la analizada en este estudio. Por lo tanto, es de fundamental importancia que profesores(as), sobre todo, de Educación Física, estén atentos a la imagen corporal, sus implicaciones en el ambiente escolar y su importancia en el desarrollo del estudiante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This study aims to analyze interfaces between School Physical Education, body image and National Common Curricular Base, from the critical analysis of this document. This is a qualitative and exploratory research by document analysis, whose semantic categorical content analysis was used for data analysis. Considering the BNCC, the absence of the term &#8220;body image&#8221; stands out, which represents that the document does not epistemologically delineate the construct. Considering only the specific parts related to the stages of Basic Education and Physical Education, 75 excerpts were found in the document that, although not directly mentioning the term body image, are related to the construct. These were selected, analyzed and grouped into four categories: (i) Presentation, Introduction and Structure of the BNCC; (ii) Early Childhood Education; (iii) Elementary School; (iv) High School. The categories listed allow the understanding of &#8220;if&#8221; and &#8220;how&#8221; the document presents possibilities to subsidize the insertion of the theme of body image in Physical Education classes. The main results show that there are different passages in the main sections of interest of BNCC that dialogue with body image in the context of School Physical Education. However, these are presented in a restricted way, so it is possible to say that the BNCC is a limited document in relation to a theme of such complexity in human education as the one analyzed in this study. Therefore, it is of fundamental importance that teachers, especially of Physical Education, are aware of body image, its implications in the school environment and its importance in the student&#8217;s development.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Corporeidade]]></kwd>
<kwd lng="pt"><![CDATA[Identidade Corporal]]></kwd>
<kwd lng="pt"><![CDATA[Teoria Sociocultural]]></kwd>
<kwd lng="pt"><![CDATA[Escolares]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Corporeidad]]></kwd>
<kwd lng="es"><![CDATA[Identidad Corporal]]></kwd>
<kwd lng="es"><![CDATA[Teoría Sociocultural]]></kwd>
<kwd lng="es"><![CDATA[Escolares]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Embodiment]]></kwd>
<kwd lng="en"><![CDATA[Body Identity]]></kwd>
<kwd lng="en"><![CDATA[Sociocultural Theory]]></kwd>
<kwd lng="en"><![CDATA[Schoolchildren]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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