Reflexões sobre corpo e diversidade corporal na educação física escolar: uma revisão integrativa

Abstract

Physical Education has been impacted by significant transformations over time, due to social, political and cultural factors, highlighting the body as a sociocultural expression. However, educational practices continue to perpetuate hegemonic standards that disregard bodily diversity. In this context, this research conducted an integrative review of scientific articles published between 2012 and 2022 in the Web of Science, Capes and SciELO databases, using the descriptors body, diversity and Physical Education. After applying inclusion and exclusion criteria, 12 articles were selected for analysis, enabling a quantitative-qualitative approach to empirical and theoretical literature. The studies analyzed were organized around main themes, showing that the majority recognizes the body as a sociocultural construction, while criticizing biological and normative perspectives. However, pedagogical practices that reinforce aesthetic and functional standards persist, not valuing bodily diversity. Furthermore, the articles highlight significant gaps in teacher training. While some research identifies the transformative potential of Physical Education by embracing bodily differences, others reveal that maintaining traditional practices limits processes of inclusion and recognition of diversity. There is a consensus that to promote greater equity, Physical Education must recognize the body as a space of subjectivity, resistance and social transformation.