História e cultura corporal indígenas nas aulas de Educação Física

Abstract

Considering the implementation of Law 11.645/08 in Brazilian educational institutions, this study analyzed the possibilities of addressing Indigenous History and Body Culture (IHBC) in Physical Education classes. To this end, a scoping review was conducted, as proposed by the Joanna Briggs Institute (JBI) and the Reviewers Manual, aiming to identify the main findings and results of studies reporting pedagogical experiences on the subject. In general, the studies highlighted the need to build intercultural dialogues and recognize cultural diversity in the school context through pedagogical practices involving indigenous themes. The experiences reported in the studies addressed thematic units such as games and play, dances, martial arts, and sports, resulting in improvements in collaboration levels, respect for diversity, cooperation, and socialization among students in physical education classes. Despite the legal obligation, the studies indicated that many teachers still face difficulties in designing and structuring pedagogical practices to address IHBC in physical education classes due to a lack of familiarity with the topic. Thus, it is identified the need to expand both the school curriculum to include indigenous body practices in Physical Education classes and academic production through propositional studies related to the theme.