The established relationships within the school among teachers, students, teaching, learning, pedagogical practice, professional development, and knowledge production have been a recurrent issue in Education's field of study and reflection. To discuss and propose concrete changes towards such themes depend on a certain standpoint to advance in epistemological and empirical propositions which characterize Education. In this investigation specifically, the standpoint will be considered from both knowledge elaboration and comprehension processes in Physical Education (PE), established among the subjects "students" and "teacher", revealing some theoretical and methodological propositions' blanks, in which the relationships with the knowledge and the subjects have not been intentionally considered. We can infer that such PE propositions were not able to cope with the very needs to think about the movement's subject. With Kunz's (2004, 2006) critical-empowering proposition as background, this investigation will be developed around the description and interpretation of the own researcher's pedagogical work realized in an Elementary School. It seeks to reveal how students build and manifest their relationships with the knowledge, based in Charlot's (2000, 2005) and Freire's (2002) ideas concerning the reflections on the educative practice necessary knowledge in a perspective to appropriate, change and pronounce the world by such subjects.
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