Articulation of Body Culture in the 2nd Year of Elementary School:

Experiences in the Acrean Amazon

Authors

DOI:

https://doi.org/10.63595/rdsis.v1i1.20502

Abstract

Dear Fellow Educator, We are writing this letter not merely as a report, but as an invitation to reflect on the paths we have taken in education in the Acrean Amazon region, especially in teacher training and the articulation of body culture. These words stem from an unwavering commitment to human existence and the valuing of each being who inhabits our educational spaces, regardless of the region from which they come (forest, rivers, fields, or cities). It is a dialogue that we begin with these lines, and we hope it will extend into your reflections and practices.

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Author Biographies

Cilnária de Mello Silva, Secretaria de Estado, de Educação, Cultura e Esporte do Acre (SEE/AC)

Specialist in Pedagogical Knowledge and Practices in Education (SPPE/UFAC); Graduated in Pedagogy from the Federal University of Acre. Currently a teacher at the State Secretariat of Education and Sport of the State of Acre. Post-graduated in pedagogical knowledge and practices in the state of Acre (UFAC).

Adriane Corrêa da Silva, Universidade Federal do Acre (UFAC)

PhD in Education from the Graduate Program in Education at the Federal University of Santa Catarina/UFSC (2024) and member of the Itinera/UFSC Research Group. Master's in Environmental Education from the Federal University of Rio Grande/FURG (2005). Specialist in School Physical Education from the Federal University of Pelotas/UFPEL (2001). Graduated with a Full Degree in Physical Education from the Federal University of Pelotas/UFPEL (2000). Professor in the Graduate Program in Education/PPGE (Academic Master's) at the Federal University of Acre (UFAC) and in the undergraduate Physical Education Licentiate Course (LEF). Leader of the LEPEF-EdSala/Ufac Research Group, working in the areas of Public Policies for Sport and Leisure (Researcher for the Cedes/Acre Network) and Curriculum regarding the organization of Physical Education/Education work in basic and higher education; educational management and its relationship with the practice contexts (school and non-school) of Physical Education; the Institutional Program for Teaching Initiation Scholarship (PIBID), intersected by difference markers in initial teacher training courses in Physical Education and their repercussions on continuing education, in addition to research around the articulation of knowledge of teaching and student bodies, in practice contexts, with other ways of existing in the Acrean Physical Education Curriculum at the Federal University of Acre. In this sense, the work is materialized through experiences in the area of Curricular Movement and Teacher Training, with an emphasis on School Physical Education and Education, working mainly on the following themes: school physical education, curricular movement (policies, management, and teacher training), educational projects, and teaching practice.

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Published

2026-03-30

How to Cite

de Mello Silva, C., & Corrêa da Silva, A. (2026). Articulation of Body Culture in the 2nd Year of Elementary School:: Experiences in the Acrean Amazon. Revista Didática Sistêmica, 28(1), 99–111. https://doi.org/10.63595/rdsis.v1i1.20502

Issue

Vol. 28 No. 1 (2026): Dossiê Experiências da Docência

Section

Dossiê Experiências da Docência

License

Ao encaminhar os originais, o(s) autor(es) cede(m) os direitos de publicação para a Revista Didática Sistêmica