Abstract
Physical Education (PE) places the body at the forefront, with embodiment emerging as a concept that transcends the traditional dualistic view, recognising the diverse embodied experiences of students (Aartun et al., Citation2022; Lambert et al., Citation2024). However, there remains a lack of studies that connect pedagogies of embodiment to critical theories. From a critical perspective, the Brazilian writer and philosopher Paulo Freire offers a theoretical construct that emphasises education for social change. This conceptual paper aims to explore the possibilities of a Freirean-inspired pedagogy of embodiment in PE, drawing on some constructs – including conscientização, praxis, dialogue, and humanisation – to propose a framework we call a praxis of embodiment. Rather than viewing the body as a passive recipient of instruction, this perspective positions the body as a site of knowledge, agency, and resistance. Building on Freire’s educational philosophy, we outline five pedagogical principles that articulate how critical reflection and bodily experience can become integrated in transformative PE practices: (1) cultivating embodied awareness; (2) thematising social experience; (3) engaging in dialogues of experience; (4) co-designing embodied interventions; and (5) reflecting on praxis. This paper encourages PE teachers and researchers to resist disembodied and normative educational models, particularly the ‘banking’ model of education, and instead foster learning spaces grounded in bodily experience, critical dialogue, and collective transformation. Central to this is the idea of becoming critical in PE – where students and teachers engage affectively, politically, and relationally through the body to transform themselves and the world.
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