THE BODY AS CONTENT FOR ENVIRONMENTAL EDUCATION: A DIALOGUE WITH PHYSICAL EDUCATION

Abstract

Based on Historical-Critical Pedagogy (PHC), Critical Environmental Education (EAC) and supported by Historical-Dialectical Materialism as our main theoretical-methodological framework, we carried out a theoretical study, in the search to establish an approximation between EAC and Physical Education (EF) when we propose the Body as content for understanding social relations with/in the environment. In a bibliographic review of EF works, the dialogue with Environmental Education (EA) proved to be shy and, predominantly, with non-critical approaches, highlighting dichotomized interactions between subjetc and nature. In this way, from the perspective of PHC, we propose the Body as the content of (EA), reconstituting its knowledge and understanding in history and discussing the need for a reapprochement between humanity and nature, in a dialectical relationship, from the concepts of Organic and Inorganic Body, in the debate about work. Thus, we understand that the Body can establish dialogue between areas, as it carries within itself our biological characteristics and also cultural contents, and in the relationship of these “two natures” we can express our fullness that will only be possible in overcoming capitalist society.