Educational praxis and body culture in teacher education programs in Physical Education and Pedagogy: emancipatory teaching practices from the Pará region of the Brazilian Amazon

ABSTRACT This study addresses educational praxis and body culture in undergraduate courses in Physical Education and Pedagogy in the Amazon region of Pará as structuring axes in teacher training, based on the Integrated Institutional Program for Teaching Initiation Grants (PIBID) 2022/2024. Methodologically, it is based on participatory action-research, as a locus of dialectical and dialogic coexistence in a public school and university in the Amazon region of Pará. The results reveal educational praxis as formative, transformative pillar that constructs a viable novelty present in training; the approximation of education with the territory as a founding element for the constitution of teaching practices that dialogue with the concrete reality of the territory and reaffirm belonging with the historical subjects who coexist with the territories. Therefore, educational praxis challenges us to reflect on the knowledge that is circumscribed in teaching practices and in the cultural movement that involves the bodies of students and teachers. Thus, it becomes essential to think about education from the perspective of praxis and body culture as central and founding categories for the training of future teachers, as it enables the process of deconstructing a conservative, elitist, authoritarian, racist and hierarchical practice.