Physical Education teaching through Art: pedagogical possibilities based on the artistic works of Fernando Botero

Abstract

The present study aimed to reflect on the integration between Art and Physical Education, based on the works of Fernando Botero, with 9th-grade students from the municipal public school system. To this end, a qualitative, descriptive, and exploratory research was conducted, configured as a “teaching experiment” during the Supervised Internship in Physical Education II, part of the Physical Education Degree course at the Federal University of Sergipe, in the second semester of 2023. The teaching practice took place at José do Prado Franco Municipal School in Nossa Senhora do Socorro/SE, with a class of 42 students aged between 14 and 17 years, during the morning shift. Twelve face-to-face lessons were delivered, spread over two days per week, using pedagogical resources such as futsal balls, hula hoops, mats, artistic images, and printed activities, including an initial adaptation phase to familiarize students with the new theme and methodology. The pedagogical planning was based on a theoretical review about the body, culture, aesthetic standards, and art, focusing on reflection about body diversity and its various meanings. The study highlighted the importance of the dialogue between Art and Physical Education to overcome historically imposed body standards and the limitations directed at larger bodies. The final assessment indicated that Fernando Botero’s works contributed to the re-signification of the social imagination regarding these bodies, promoting new perspectives on movement, social interaction, and inclusion. The experience also pointed out challenges and possibilities in teaching practice within this context, contributing to the discussion on inclusive pedagogical practices in school Physical Education.