THE INTEGRATION BETWEEN PEDAGOGY AND PHYSICAL EDUCATION: A THEORETICAL AND PRACTICAL DIALOGUE FOR THE HOLISTIC FORMATION OF THE SUBJECT

Abstract

The relationship between pedagogy and physical education is based on theoretical dialogues that have sought over time to overcome the dichotomy between bodily development and intellectual formation. This study aims to analyze and compare theoretical propositions from authors who work at the interface of these two areas, investigating how their perspectives contribute to a more integrated educational practice. The theoretical framework includes authors such as Dermeval Saviani, with his historical-critical pedagogy, Jocimar Daolio and Marcos Neira, who developed cultural approaches in physical education, in addition to other references like Vanda Bracht and José Carlos Libâneo. The methodology adopted is qualitative, with a systematic literature review and comparative analysis of the theories. The results indicate that, although there are differences in the epistemological bases and proposed approaches – such as the understanding of culture as a "network of meanings" by Daolio or a "field of disputes" by Neira, and the emphasis on social transformation by Saviani – there are convergent points in the defense of an education that values the subject in its entirety. The discussion highlights that the integration between pedagogy and physical education makes it possible to overcome reductionist views of teaching, promoting students' cognitive, motor, social, and emotional development. It is concluded that the dialogue between these areas is essential to build educational practices that meet contemporary challenges, forming critical and autonomous subjects.