ABSTRACT
This essay seeks to analyze the context of the didactic implications between images of the human being, the understanding of education, the understanding of movement, and conceptions of movements in teaching and learning. To this end, it presents the concepts of sport, critical-emancipatory and historical-materialist, linking them to the underlying conceptions of sport, man and the teaching of movement and their consequences in the process of learning and autonomy.
Keywords:
Didactics; Movement; Education; Physical Education