Disciplinas curriculares com práticas corporais na formação inicial em Pedagogia: Estado da Arte

Abstract

This article proposes a systematic review of the literature and a reflective analysis based on academic publications indexed in the main research platforms, which report the authors’ experiences with curricular courses that emphasize bodily practices in Pedagogy programs in Brazil. To this end, the “State of the Art” methodology was used, selecting twelve texts related to the topic. The works were analyzed considering points of connection such as historical contexts, theoretical foundations, and the organization of the courses. The aim was to structure a descriptive inventory of the productions on curricular courses involving bodily practices in Pedagogy programs, analyzing possible gaps in the academic literature, and to understand how these courses contribute to the holistic education of future teachers. The results reveal a common thread that breaks with utilitarian educational practices, promoting a more holistic and less dualistic approach to teacher education.