From the relationship with knowledge to identities of physical education: narratives of students in the High School

Abstract It aims to understand the relationships that students establish with the knowledge in the classes of physical education and its implications for the constitution of the identities of this curricular component. It analyzes the autobiographical narratives of students of the 3rd year of High School on the different ways of appropriating their schooling process with physical education. Uses oral and imagery narratives of students as sources. The results showed that the relationship with the knowledge and the identities of physical education produced are strained by the school logic and the experiences, which results in the loss of their interest in the classes during the schooling process.