Educação física e filosofia: o conceito de emancipação nas abordagens teóricas da Educaçõa Fisica Escolar

Abstract

Discussing the physical education, visualize that from the late 1980s there is a range of theoretical treatises that seek precisely, not only to support teaching, but lead to reflection and professional scholars in the field. Thus, several approaches related to different conceptions of education as theoretical physics appear important in the construction of educational projects. Accordingly, to search the theoretical framework of school physical education, a critical dimension, we find two approaches that deal differently with a concept linked to philosophical thought. Therefore, the present study, results of a survey of the Specialization Course in Physical Education, part of the following issues: what are the theoretical differences about the concept of emancipation, between critical theories of physical education: critical surpassing proposal and proposed critical emancipatory? To answer this question, we start with the following general objective: to know the origin and meaning attributed to the concept of empowerment of surpassing critical pedagogical and critical emancipatory. The methodological approach is characterized as a literature search focused dialectical, since the understanding of the concept emancipation was clear from the dialectical principles since the interest in reflecting on this concept and its relationship to social reality, is given to from order analysis - antithesis and synthesis. As a result we concluded that the theoretical approach surpassing Critical, Critical Social Pedagogy based on the Contents of Demerval Saviani and directed from the perspective of processing elements with strong Marxist, sees emancipation as part of the concept of human emancipation Marx. Critical Emancipatory The approach, based its analysis on the Kantian conception of explanation and theory of communicative action Habermas, who works at the prospect of emancipation of consciousness.