Social representations of school physical education

meanings and significance attributed to the curricular component

Abstract

This study aims to analyze the social representations of school Physical Education, identifying the meanings and significance attributed to this curricular component by students, teachers, and administrators in the school context, based on an analysis of the scientific production in the field. The research assumes that social representations, understood as forms of knowledge constructed socially, exert a strong influence on how Physical Education is perceived and experienced in educational institutions. The problem guiding this investigation is: what are the social representations circulating in schools about Physical Education, and how do they influence the way this discipline is experienced in daily school life? In the development of this research, a survey of works in the areas of Social Representations and School Physical Education was carried out in order to understand the literature produced on the subject and to provide a foundation for the studies. It is observed that, despite normative and conceptual advances that value body culture as an essential formative dimension, Physical Education is still often seen as a less relevant discipline, limited to recreational practices or focused solely on motor development. This reality reinforces historical stigmas and hinders the implementation of a pedagogical proposal aligned with the principles of comprehensive education, inclusion, and health promotion. Therefore, the importance of this research is justified insofar as it contributes to unveiling the social representations that permeate the teaching of Physical Education, enabling critical reflection on its function in the curriculum and pointing to ways to strengthen its pedagogical practice. Understanding these meanings can favor a re-signification of the discipline, with a positive impact on the formation of critical, active subjects integrated into their social and cultural context.