SCHOOL PHYSICAL EDUCATION AND DECOLONIALITY: INSURGENT PEDAGOGICAL EXPERIENCES IN THE CURRICULUM

Abstract

This article aims to discuss School Physical Education from a decolonial perspective through insurgent pedagogies articulated with Brazil's National Common Curricular Base (BNCC). It is a qualitative theoretical and bibliographic study based on curriculum studies, decolonial reflections, and pedagogical experiences in School Physical Education. The analysis shows that although the BNCC recognizes cultural diversity as a guiding educational principle, its normative framework still coexists with hegemonic rationalities that influence the selection and legitimization of bodily knowledge. The experiences analyzed demonstrate that insurgent pedagogies promote the recognition of historically marginalized knowledge, intercultural dialogue, and the development of plural educational practices. It is concluded that School Physical Education can become a space for curricular dispute and resignification, expanding opportunities for critical, democratic, and socially engaged education.