Approaches and distances between bioethics and school physical education

Bioethics has been developing as a transdisciplinary field, and its integration into schools should follow this direction, allowing for the effective involvement of teachers from all areas. School Physical Education (PE) in the Brazilian context still lacks conformity regarding pedagogical practices and the content covered in elementary education; however, it has the potential to develop various content beyond its motor aspect, focusing on topics that intersect this dimension, such as violence, gender differentiation, race, and class. Therefore, the objectives of this study were (1) to investigate the understanding of school PE teachers of bioethics, (2) to verify the development of transversal themes related to bioethics in school Physical Education classes, and (3) to identify students’ perceptions of Bioethics-related topics addressed during PE classes in the municipal school system of Florianópolis-SC. This qualitative, descriptive-exploratory study was conducted in three stages. In the first stage, semi-structured interviews were conducted with 13 PE teachers. In the second stage, 13 focus groups were held, in which the teacher selected one of their classes to participate, totaling 93 students (from 3rd to 9th grade). In the final stage, we accessed the annual lesson plans. The three stages of the research were carried out with the aim of ensuring data triangulation. The data were transcribed and stored in the N-vivo 12 software and, after categorization, were analyzed according to content analysis. The results were presented and discussed through three categories: ‘Understanding of bioethics and its relation to PE’, ‘Bioethics topics in school PE classes’, and ‘The importance of teaching bioethics topics’. School Physical Education can be expanded beyond traditional sports movements and rigid content. The results indicate that, although teachers address issues prevalent in Brazilian society, these topics often emerge in an unsystematic and reactive manner – typically following conflicts within the school environment. Moreover, the reported instances of oppression highlight the urgent need for a pedagogical approach that promotes ethical, civic, and inclusive education. In this context, the Theory of Intervention Bioethics, with its critical and decolonial perspective, offers a compelling alternative for a Physical Education practice committed to equity, citizenship, and social justice.

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