The present study discusses the representations of Physical Education teachers who voluntarily participated in an in-context investigation process, with the objective of building and developing curriculums inspired by cultural theorization. Adopting bricolage as a research method, the records of the fortnightly meetings were intertwined with descriptions of the pedagogical practices. By using Cultural Studies to weave the interpretations of the empirical references, it was possible to consider the ideas that emerged as results of the accessed formative processes and of personal positions in relation to the students' cultural heritage.
Physical education; Curriculum; Culture