ABORDAGENS OU CURRÍCULOS DA EDUCAÇÃO FÍSICA?

The article identifies the permanence of a certain anti-scientific and anti-pedagogical behavior in the discursive production of Physical Education, especially in the hasty and mistaken transposition of concepts from the educational sciences. It resorts to poststructuralist arguments to problematize the indiscriminate use of the notion of approach to refer to teaching theories in the area. Aware that such a regime of truth enjoys hegemony, it resorts to the critical attitude proposed by Michel Foucault, through which it signals inconsistencies, at least when considering the genesis of the concept. As an alternative, it presents the notion of curriculum as more adequate and powerful to theorize the pedagogical work carried out in schools. [ABSTRACT FROM AUTHOR]