The time and place of a Physical Education didactics

Abstract

The questions that guide the discussion in this text are the following: is academic production, and as a result, programs that train Physical Education teachers, promoting a hypertrophy of pedagogical discussions and an atrophy of discussions on the Didactics of School Physical Edication? We begin by situating didactics historically within the recent development of Physical Education in Brazil. We then go on to discuss the roles of Didactics and of pedagogical theorizing insofar as they may serve to guide teaching practice, and the role of a “Didactics re-thought”, that is, no longer seen as a mere technical instrument but as the perspective of the Physical Education teacher as researcher of her/his own practice.