Educação física na escola: uma análise bibliográfica em busca de impacto científico e social

Abstract

Based on the document that compiles the main contributions of Psychology to Education, entitled "Top 20 principles from psychology for preK-12 teaching and learning" published by the American Psychological Association, this thesis consists of a systematic review aimed at exploring knowledge based on scientific evidence of social impact in international productions within the field of Physical Education. Based on ontological conceptions from a communicative, transformative, and pragmatic perspective, and in line with a mode of knowledge production intended to be useful for the improvement of human life, the Communicative Methodology was used as the theoretical-methodological guidance. Likewise, the PRISMA statement provided the procedural structure for conducting the systematic review. This work aimed to evaluate the relevance of the knowledge produced and accessed, as well as to explore its contributions and gaps, with a view to overcoming social inequalities arising from school failure and violence. Considering the social function of teaching, Physical Education needs to re-evaluate the production of knowledge in its field. This reflection is fundamental to enhancing professional training and practice, aiming for excellence in learning and in the quality of the school environment.