Educação física no antropoceno: aterrando práticas de sustentabilidade em tempo de pós-verdades

Abstract

In a context marked by climate crises, misinformation, and socio-environmental inequalities, education is called upon to redefine its educational commitments. This thesis is based on the assumption that School Physical Education, traditionally associated with motor performance and physical health, can play a strategic role in shaping critical individuals who are engaged with the challenges of the Anthropocene, the Post-truth era, and the 2030 Agenda. The problem driving this research lies in the absence of pedagogical proposals that critically and proactively link bodily knowledge to contemporary environmental and epistemological urgencies. Based on this, the objective is to investigate how the intersection of Physical Education, the Anthropocene, the Sustainable Development Goals (SDGs), and the Post-truth era can inform the development of curricular and training frameworks for the initial preparation of Physical Education teachers committed to sustainable, critical, and socially responsible pedagogical practices. The thesis argues that it is both possible and urgent to reposition Physical Education as a field of ethical, ecological, and epistemic resistance, capable of integrating body, territory, and sustainability into everyday school life. The research adopts a qualitative approach, descriptive and exploratory in nature, grounded in a literature and documentary review, with content analysis guided by the assumptions of Laurence Bardin, linked to Freirean pedagogy, critical environmental education, and integral ecology. The analytical framework was organized into four structural axes of inquiry: the Anthropocene, Post-truth, the Sustainable Development Goals, and School Physical Education. As a result, the analysis enabled the construction of four analytical categories—body-territory and planetary ethics; TDIC, informational critique, and Post-truth; curriculum, crosscurricular integration, and sustainability; and teacher education in the Anthropocene— which formed the basis for a proposal to update the National Common Core Curriculum for Physical Education, manifested in reformulated skills (suffix “R”), pedagogical practices, and proposals for teacher education. Additionally, core courses were proposed for initial teacher education in Physical Education, aligned with the analytical categories and contemporary demands of education. It is concluded that Physical Education, when grounded in dialogic and problematizing approaches, can significantly expand its educational potential, establishing itself as a privileged space for the development of ecological citizenship, ethical responsibility, critical thinking, and pedagogical imagination, thereby contributing to the construction of more sustainable and solidarity-based ways of life in times of planetary crisis.