Educação Física escolar sob perspectiva de gênero: revisão teórica e implicações pedagógicas

Abstract

This article aimed to analyze possibilities for constructing equitable practices in School Physical Education, grounded in the theoretical framework of gender and coeducation. It was conducted through a literature review based on books, articles, and academic databases, with critical analysis of the accessed materials. The results indicate the persistence of inequalities in participation, decision-making, and performance of motor actions, related to the gendering of bodily practices. However, they also show that coeducational proposals contribute to expanding opportunities, dialogue, and cooperation among students, making the educational process more equitable. It is concluded that coeducation constitutes a powerful pedagogical strategy to break stereotypes and promote justice in classes.