O MOVER DO CORPO SAGRADO: IMPLICAÇÕES PARA A EDUCAÇÃO FÍSICA ESCOLAR EM FACE DA RELIGIOSIDADE DE ESTUDANTES EVANGÉLICOS NO MUNICÍPIO DE VILA VELHA (ES)

Abstract

The present work seeks to correlate the study of the body under the aspect of Religion and its relations with the science of Education under the aegis of research in the field of Sciences of Religions. Such a theme associating religion and the body, involving the discussion about corporal practices, constitutes an aspect not much debated in the academic environment and Physical Education. It is understood that Physical Education, based on its pedagogical and value attributes, can contribute to the development of a critical awareness of the use of the body by primary school students, derived from a Pentecostal evangelical religious orientation, privileging the ability to read consciously of the world, where the body as spatiality allows learning of the human dimension. In view of the foregoing, the question to be answered at the end of the present study is: to what extent can school physical education be used by primary school teachers of evangelical religious orientation to attribute critical and conscious value and sense to the use of their own bodies in physical education classes and establish healthy relationships between body and religion on the one hand and between the uses of the body and religious commitment on the other? It is worth mentioning that the general objective of this research is to investigate the conceptions of the use of the body that Primary school students have of their own bodies and how they deal with these conceptions, meanings and meanings in face of Physical Education classes that are not always in their practices and pedagogical uses of the body are guided and reconciled to the religious conceptions of students belonging to evangelical religious groups. Considering the scope of this research, the justification for its development lies in the need to know how education can be full, thought and problematized in facing the multiplicity of value orientations. It is understood that there is no guarantee of a moral life through the theoretical-educational orientation, but only the stabilization of habits, which points to the multiplicity of experience. The study showed that there are many frustrated students, unhappy with their own physical condition, inside schools, deprived of an important part of their leisure, and, worse, the burden of bodily knowledge to which they are entitled. Physical Education, however, can work to make students understand their own body better by understanding the meanings of the body in the efforts of alienation and consumption in contemporary societies. In view of the above, it is necessary to investigate, from the understanding of Physical Education teachers, the main conflicts and tensions emerging in the life of elementary students when confronted with their self-image, their corporeity and the concepts of acquired body uses and internalized by Christian doctrine as a counterpoint to the scientific and pedagogical concepts developed in Physical Education classes in the face of the plurality of educational, secular and cultural contexts.