II Simpósio- artigos agrupados Editado ate pagina 1035

ABSTRACT: The body is a structure that carries symbols, ideas, representations and
discourses. Our representations on the body are still impregnated the biological
perspective where the anatomy and physiology are almost unique fields to talk about it.
What does the body for teachers of Physical Education? How to deal with the theme
“Body”? What they say about the body? They teach about the body? That teaching
methodologies they use to talk about the body? The survey is qualitative perspective
and used the theoretical methodological assumptions of cultural studies in education to
meet the physical education teachers of three public schools in Liberdade, São Luiz,
Maranhão on the theme “Body”. Semi-structured interviews were conducted with seven
teachers (four elementary and three middle school). The interviews went through the
process of categorizing and content analysis from the propositions of Bardin (2011) and
Minayo (2014). The idea that prevailed over the concept of “Body” focuses on the
speech. The knowledge of Anatomy and physiology are used to talk about the body.
What prevailed was the speech of the body matter, the body embryonic, the body
physiological (and moving), and reproductive body. Another speech in teaching
representations was the body as “machine”. An anatomical and physiological machine
that must be exercised not to fail. The body was also perceived as a structure that must
carry the insignia of “health”. Thus, the physical activities are fundamental to
maintaining health and promoting the “quality of life”. The idea of cultural body was
present in the representations of teachers even though less expressive. Significant
representations appeared on the body from looks beyond the vision biomechanics. For
most teachers, the content to be addressed should prioritize the approach to physical
exercises, movements, strengthening the body. Other content that should be taught to
students: health-related themes, contents of gymnastics, dance, games and discussion of
body culture. With regard to representations of how to teach the subject “Body” in the
physical education classes, prevailed ideas that reinforce the dichotomy between “field
trips” and “lectures”. The practical lessons are much valued as methodological action to
speak about the body. Still, there is a perception among teachers that the lectures are
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