Corpo, resistência e saberes plurais: o ensino da luta e da ginástica em uma perspectiva decolonial

Abstract

This theoretical essay reflects on the teaching of gymnastics and fighting practices from a decolonial perspective, analyzing how coloniality influences pedagogical approaches in Physical Education. It argues that these practices have historically been taught through normative and Eurocentric models, silencing diverse knowledge. The integration of both practices highlights common colonial patterns and opens up possibilities for critical, democratic, and culturally situated pedagogical paths in Physical Education, emphasizing the importance of valuing multiple ways of being, knowing, and moving in the world.