NATURE AND SPECIFICITY OF PHYSICAL EDUCATION IN SCHOOL

Abstract

The article seeks to discuss the nature and specificity of Physical Education, as well as the possibilities and limits of being considered a discipline of the school curriculum structured and developed from and through scientific theorizing. It seeks to elucidate a proposition defending the thesis that a concept of Physical Education truly built on the scientific bases of knowledge must have the development of three distinct and interrelated dimensions of fundamentals: the philosophical-methodological, the pedagogical theory and the pedagogical practice. It verifies how such levels of fundamentals are developed and articulated in the critical-overcoming approach of Physical Education, urging that the same be done with the other conceptions of teaching existing in this field.