摘要：This work intended to analyze how graduation students and Physical Education professors define the “body” nowadays, having the curriculum in physical education as a reference. A bibliographical review regarding the history of the body and curriculum was carried out. 28 freshmen students, 33 senior students and 11 professors in and undergraduate course of Physical Education of a Public Institution in the state of São Paulo were investigated. The following categories were found: generic, dualism-psychophysical, cartesian, biological, segmented-integrated and integral being. A limited conceptual framework was evidenced, with a preponderance of natural sciences in detriment of knowledge of the humanity science, that the body also expresses historical and social settings. It was verified that the "fragmented bodies..." represents the hegemonic thought of a faculty that does not present a conceptual and consensual definition in terms of pedagogical project of graduation.
其他摘要：This work intended to analyze how graduation students and Physical Education professors define the “body” nowadays, having the curriculum in physical education as a reference. A bibliographical review regarding the history of the body and curriculum was carried out. 28 freshmen students, 33 senior students and 11 professors in and undergraduate course of Physical Education of a Public Institution in the state of São Paulo were investigated. The following categories were found: generic, dualism-psychophysical, cartesian, biological, segmented-integrated and integral being. A limited conceptual framework was evidenced, with a preponderance of natural sciences in detriment of knowledge of the humanity science, that the body also expresses historical and social settings. It was verified that the "fragmented bodies..." represents the hegemonic thought of a faculty that does not present a conceptual and consensual definition in terms of pedagogical project of graduation.
