<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442021000100299</article-id>
<article-id pub-id-type="doi">10.5902/1984644444110</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação Física decolonial: Análise, desafios e perspectivas em Paulo Freire e Frantz Fanon]]></article-title>
<article-title xml:lang="en"><![CDATA[Decolonial Physical Education: analysis, challenges and perspectives in Paulo Freire and Frantz Fanon]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación física descolonial: análisis, desafíos y perspectivas en Paulo Freire y Frantz Fanon]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Cláudio Aparecido]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Thiago Batista]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ehrenberg]]></surname>
<given-names><![CDATA[Mônica Caldas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade São Judas Tadeu  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442021000100299&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442021000100299&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442021000100299&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo do presente ensaio teórico é apresentar a perspectiva da Educação Física decolonial, inspirada na teoria de Paulo Freire e Frantz Fanon, possibilitando uma reflexão teórica diante da justiça social e o reconhecimento da identidade negra na sociedade e, ainda, verificar se existem discussões teóricas nessa área sobre a temática. O estudo em questão está amparado especialmente em uma visão crítica de mundo e educacional, no qual está estreitamente apoiada nos conceitos de educação popular e justiça social, amparada na visão decolonial de Freire e Fanon e não tem a pretensão de apresentar um modelo curricular para o componente curricular Educação Física. No entanto, entendemos que é necessário realizar uma reflexão sobre autores e perspectivas teóricas que ainda não adentraram nas discussões desta área do conhecimento. Os resultados da literatura permitiram constatar que a perspectiva decolonial de Freire e Fanon ainda não foram estudadas e introduzidas no debate da área de Educação Física. Concluímos que, é a partir do reconhecimento de uma perspectiva decolonial para a Educação Física que as oportunidades de emancipação social e libertação do sistema colonial poderão oferecer subsídios de esperança para as pessoas subalternas da sociedade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of this theoretical essay is to present the perspective of decolonial Physical Education, inspired by the theory of Paulo Freire and Frantz Fanon, allowing for a theoretical reflection on social justice and the recognition of black identity in society, and also to check if there are theoretical discussions in this thematic area. The study in question is supported especially by a critical view of the world and education, in which it is closely supported by the concepts of popular education and social justice, supported by the decolonial vision of Freire and Fanon and does not intend to present a curricular model for the curriculum component Physical Education. However, we understand that it is necessary to reflect on authors and theoretical perspectives that have not yet entered the discussions in this area of knowledge. The results of the literature showed that the decolonial perspective of Freire and Fanon has not yet been studied and introduced in the debate in the area of Physical Education. We conclude that, it is from the recognition of a decolonial perspective for Physical Education that the opportunities for social emancipation and liberation from the colonial system may offer subsidies of hope for the subordinate people of society.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente ensayo tiene por objetivo introducir la perspectiva de la Educación Física Decolonial fundamentada por teorías de Paulo Freire y Frantz Fanon posibilitando una reflexión teórica frente a la justicia social y al reconocimiento de la identidad negra en la sociedad y, aún, verificar de modo amplio si ya existen debates teóricos en el ámbito académico a respecto de esta misma temática. El ensayo en cuestión se basa en una visión de mundo y educacional crítica, inherentemente anclado en los conceptos de educación popular y justicia social, siguiendo la perspectiva decolonial de Freire y Fanon y no tiene la pretensión de presentar un modelo curricular para el componente curricular Educación Física. No obstante, entendemos ser necesario realizar una reflexión a respecto de los autores y perspectivas teóricas que todavía no lograron entrar en las discusiones de este ámbito del conocimiento. Los resultados de análisis preliminares de la literatura específica permitieron constatar que la perspectiva decolonial de Freire y Fanon todavía no fue estudiada con vistas a su introducción en el debate específico del ámbito de la Educación Física. Concluimos que es a partir de lo reconocimiento de la perspectiva decolonial en el ámbito de la Educación Física que las oportunidades de emancipación social y liberación del sistema colonial podrán ofrecer subsidios de esperanza para las personas subalternas de la sociedad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Física decolonial]]></kwd>
<kwd lng="pt"><![CDATA[justiça social]]></kwd>
<kwd lng="pt"><![CDATA[identidade negra]]></kwd>
<kwd lng="pt"><![CDATA[Educação popular]]></kwd>
<kwd lng="en"><![CDATA[Decolonial Physical Education]]></kwd>
<kwd lng="en"><![CDATA[social justice]]></kwd>
<kwd lng="en"><![CDATA[black identity]]></kwd>
<kwd lng="en"><![CDATA[Popular education]]></kwd>
<kwd lng="es"><![CDATA[Educación Física Decolonial]]></kwd>
<kwd lng="es"><![CDATA[Justicia Social]]></kwd>
<kwd lng="es"><![CDATA[Identidad Negra]]></kwd>
<kwd lng="es"><![CDATA[Educación Popular]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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