摘要：Normal 0 21 false false false MicrosoftInternetExplorer4 st1\:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabela normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} The discussion on critical perspectives within Physical Education is relatively recent. In this wise, we aimed at reflecting on school Rhythmic Gymnastics from a keen insight. To do so, we used as theory and methodology pedagogical conceptions of Physical Education: critico–emancipatória and critico–superadora . We also considered the National Curriculum Parameters of Physical Education. The study environment was established by historically observing both European gymnastic movements and world Olympic context. Thus, we could fix the beginning of Rhythmic Gymnastics in Brazil and its insertion in school. Concerning the critical perspectives for the Rhythmic Gymnastics learning, in fine, we focused on indicating and considering it as content for Physical Education lessons. Normal 0 21 false false false MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabela normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;}
其他摘要：The discussion on critical perspectives within Physical Education is relatively recent. In this wise, we aimed at reflecting on school Rhythmic Gymnastics from a keen insight. To do so, we used as theory and methodology pedagogical conceptions of Physical Education: critico–emancipatória and critico–superadora. We also considered the National Curriculum Parameters of Physical Education. The study environment was established by historically observing both European gymnastic movements and world Olympic context. Thus, we could fix the beginning of Rhythmic Gymnastics in Brazil and its insertion in school. Concerning the critical perspectives for the Rhythmic Gymnastics learning, in fine, we focused on indicating and considering it as content for Physical Education lessons. Keywords: School Physical Education - Rhythmic Gymnastics - Critical Perspectives
