Reflexões sobre as apropriações dos elementos da teoria da relação com o saber na educação física escolar

Abstract

The relationship to knowledge theory enables us to interpret intersubjectivities and their social, identitary and epistemological implications. Charlot (2000) places the social individual at the center of discussions on educational processes in a critical and situated way. The objective of this article was to identify how the relationship to knowledge theory has been understood in articles published in the area of school physical education. We systematically reviewed the journal that presented the highest incidence of publications on the relationship to knowledge theory between 2000 and 2018. In this interval, we found five articles that described contexts, modes and reasons for the appropriation of such theory in physical education, as well as concepts of mobilization, meaning and activity, besides the characterization of the figures of learning. The themes highlight the undergraduate students’ perception, students’ knowledge related to fighting, meanings attributed to football and the relationship to knowledge in children’s culture. However, it is difficult to differentiate the figures of learning in a complex way from the students’ perspective, reflecting on the association of the themes to teacher knowledge-base. We consider that the field of investigation in school physical education has the challenge of potentiating and dynamizing the figures of learning, in order to broaden and deepen the understanding of the objects-knowledge, knowledge-objects, domain-knowledge and relational devices that constitute the theory elements