This article aims to encourage the debate around the field of Physical Education curriculum, from some of the central categories of Paulo Freire's work. These are: problem-based education, dialogue, awareness, cultural invasion, methodical rigor and popular culture. To this end, elements from the author's writings were extracted, which can inspire a reflection on the organization of the educational task, linking them to strategies for building a political-pedagogical practice engaged in the critical assumptions. Looking forward to placing Freire's legacy in the tangle of relationships involving physical culture, it supports a culturally oriented pedagogy which is characterized by respect and appreciation of knowledge and experiences of students, directing their efforts to deconstruct the dominant narratives that justify any form of social discrimination.
Paulo Freire; Curriculum; Physical Education; Culture