Conceptions of pedagogical coordinators about school physical education in a regional administration of education in the city of rio de janeiro
legitimacy, physical education, pedagogical coordinators
Many questions that previously troubled me and permeated my imagination as a teacher became even more pressing, such as why we have Physical Education in schools. What guarantees the provision of this subject? How important is Physical Education in schools for the school community and for society? What is expected of this subject in schools today? These questions led me to reflect on the meaning of Physical Education in schools and, to this end, I decided, in this master's dissertation, to understand what legitimizes Physical Education in schools and what guarantees that the subject will be present in the school of the future. The objective was to identify the conceptions of the pedagogical coordinators of schools in a Regional Education Coordination Office in the city of Rio de Janeiro, regarding Physical Education in schools. The research is justified by proposing to investigate the legitimacy of physical education from the perspectives of pedagogical coordinators and to enable a contribution to the academic panorama. The relevance of this research lies primarily in documenting the perceptions of coordinators about physical education. In this sense, the research can contribute to the discussion that underpins the formulation of educational policies. The results of this research have direct implications for the professional field of physical education. By identifying the perceptions of coordinators, the research offers a critical view of the legitimacy of the discipline, highlighting areas that require attention and improvement.