ENVIRONMENTAL EDUCATION AN EMANCIPATORY PROPOSAL IN SCHOOL PHYSICAL EDUCATION

The environmental theme gains space in the educational context as a cross-cutting theme. For contributing to this debate, this article aims to understand Physical Education from the science of Human Motricity perspective as an emancipatory proposal in favor of Life. The methodology is qualitative social research that developed an exploratory theoretical study on Physical Education and Environmental Education. As a result, the analysis of the study points out the need for a questioning reading of the competencies of the Common National Curriculum Base, indicating emancipatory educational processes by highlighting the axiom of transcendence, of being more, and of self-overcoming. In conclusion, it is understood that Physical Education can be a curricular component of valuing the human movement, of the body and of health construction, and of the possibility of developing actions in which, creativity, autonomy, and the sense of belonging, can be experienced as dynamic educational processes in bodily practices.