Decolonial Physical Education: analysis, challenges and perspectives in Paulo Freire and Frantz Fanon

Resumen

SOUSA, Cláudio Aparecido; COSTA, Thiago Batista  y  EHRENBERG, Mônica Caldas. Decolonial Physical Education: analysis, challenges and perspectives in Paulo Freire and Frantz Fanon. Educação. Santa Maria [online]. 2021, vol.46, e44110.  Epub 26-Abr-2024. ISSN 1984-6444.  https://doi.org/10.5902/1984644444110.

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.

Palabras clave : Decolonial Physical Education; social justice; black identity; Popular education.

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