Quality Physical Education and Critical Pedagogy in the Post-Pandemic Era

Reflections on European and Brazilian Production

Abstract

Different organizations seek to regulate Physical Education internationally by providing guidelines to establish a hegemonic logic for Quality Physical Education. This article aims to explain the quality elements of the EFCool tool, which was developed based on European references, contrasting them with elements found based on Critical Pedagogy from the Global South. To this end, a thematic analysis was conducted to group the elements of the tool, and subsequently, an analysis of the content of Physical Education works based on Critical Pedagogy contrasted the elements found in both. By problematizing this evidence with the different political, social, cultural and economic factors that influence the teaching of Quality and Critical Physical Education in Latin America, it is concluded that it is essential to think of a theoretical, political and pedagogical framework, not subordinating oneself to political and economic guidelines with a Eurocentric view. It is suggested that this problem be reoriented by dialoguing with the knowledge produced in the Global South.