THE PLACE OF CRITICAL-OVERCOMING PHYSICAL EDUCATION IN THE FULL-TIME SCHOOL

Abstract

This theoretical essay discusses the place of Critical-Superative Physical Education in full-time schools, problematizing the possibilities and contradictions arising from the extension of the school day. It is based on a narrative literature review that articulates the foundations of the Critical-Superative perspective with research on integral education and recent studies addressing Physical Education in full-time school contexts. The analysis draws on concepts such as body culture, pedagogical treatment of knowledge, and systematization of knowledge, confronting them with different rationalities that guide the organization of the extended school day. The discussion identifies four potential processes of pedagogical weakening: recreationalization, selective sportization, curricular discontinuity, and the naturalization of a secondary pedagogical status for Physical Education. These processes are understood as analytical categories rather than universal characteristics of full-time schools. In contrast, the essay discusses possibilities related to teacher education, curricular organization, diversification of body culture knowledge, and school management. It concludes that extending the school day represents a possibility, but not a guarantee, for strengthening Physical Education, as this depends on pedagogical intentionality, the systematization of knowledge, and the institutional conditions that shape the use of extended school time.