CURRICULAR FRAGMENTATION IN PHYSICAL EDUCATION TEACHER TRAINING: A CRITIQUE OF THE DISSOCIATION BETWEEN BODY EDUCATION, HEALTH PROMOTION, AND PREVENTION

Abstract

This article discusses the contributions of an integrated educational approach to addressing curriculum fragmentation in the initial training of Physical Education teachers, focusing on the axes of body education, health promotion, and prevention. This is a literature review of a bibliographic and documentary nature, with a qualitative approach, based on academic publications from 2016 to 2025, selected from CAPES, SciELO, LILACS, and Google Scholar databases using Boolean operators and explicit inclusion and exclusion criteria. Of the 160 initially identified records, 12 compose the final analytical corpus. Results indicate the persistence of fragmented curricula, a disconnect between theory and practice, and the prevalence of biologistic and technical-instrumental perspectives. Conversely, the analyzed studies signal the emergence of integrated, interdisciplinary, and reflective curricular proposals, grounded in complex thinking and critical pedagogy. It is concluded that overcoming fragmentation requires an epistemological reconfiguration of teacher education, guided by the integration of knowledge and a commitment to critical, contextualized, and humanizing school Physical Education.