Planejamento do ensino na perspectiva da Pedagogia histórico critica

Abstract

This study aims to analyze teaching planning in Physical Education from the perspective of Historical-Critical Pedagogy (HCP), investigating its contributions to the critical and emancipatory development of students. To this end, four specific objectives were established: to identify the foundations of HCP; to describe the planning conceptions guiding teacher education in Physical Education in Brazil; to characterize the critical trends in the field; and to analyze systematized planning proposals from the historical-critical perspective. This is a qualitative study, conducted through an exploratory literature review, based on books, articles, and dissertations. The analysis focused on authors from the critical education tradition, such as Saviani and Libâneo, and on specific pedagogical proposals in Physical Education, highlighting experiences of collective planning and practices aimed at the critical appropriation of the bodily culture of movement. The results indicate that critical pedagogies in Physical Education, proposed by the Coletivo de Autores (1992) and Elenor Kunz (2020), are grounded in critical education theories by authors such as Saviani, Libâneo, and Freire, emphasizing the importance of collective planning, the integration of theory, practice, and social context, and the systematic organization of school content in a progressive and meaningful manner. It is also observed that the effective implementation of these approaches faces challenges related to teacher workload, infrastructure limitations, and cultural resistance. The study contributes to academic debate by demonstrating that pedagogical planning guided by HCP enables a critical, emancipatory, and contextualized Physical Education, and suggests that future research further explore practical experiences in different school contexts as well as evaluate their impacts on students’ learning and holistic development.